Any middle school teacher knows about the avalanche: Students
who at 9:00 a.m. are polite, orderly, and studious can become antsy,
blurting, or sleepy after lunch. The relative calm of self-control
during the morning turns into a quick-moving avalanche of “willpower depletion.”
In a study by psychologist Roy Baumeister,
students were brought into a room filled with the aroma of freshly
baked cookies. On a table were a plate of cookies and a bowl of
radishes. Certain students were asked to eat only radishes, while others
ate the cookies. Then both groups were given a challenging puzzle, with
30 minutes to solve it. Radish eaters resisted the enticing cookies,
but they gave up on the puzzle after eight minutes, while cookie eaters
persevered for 19 minutes. Apparently, the radish eaters had used up
their willpower just resisting the cookies.
have difficulty with self-control might work hard at the beginning of
the day to control themselves, but at some point their willpower can
become depleted. After all, sitting still, paying attention, focusing on group work, and concentrating all require willpower.
Research has revealed several things you can do to reduce the after-lunch loss of willpower.
- Lift spirits and willpower by showing a funny video and laughing together.
- Meditative breathing
for five minutes has shown significant impact on self-control. Have
students focus on a point or close their eyes and concentrate on their
breathing. They can think “inhale” and “exhale.” During the five
minutes, remind them to let go of distracting thoughts and refocus on
- Take a few minutes for movement.
A 2010 analysis of ten studies of exercise found that the most
effective way to increase self-control was a five-minute dose of
exercise. Play Simon Says or Coseeki,
or do a rollicking cheer. Moving the classroom furniture around to
facilitate working in a circle or in groups also provides movement.2
Whose willpower is it anyway?
who exert self-control to please others (extrinsic motivation) deplete
their store faster than those who do it for themselves (intrinsic
motivation), according to a study by Mark Muraven, PhD, of the
University at Albany, and colleagues. Teach students how to be in control of themselves by giving them strategies and allowing them to practice. Read how one teacher taught her students to enter her classroom so they could do it for themselves: Modeling and Practicing Routines to Improve Behavior.
Scott Tyink has helped to design and facilitate Developmental Designs workshops, consulted in middle schools, and coached teachers for more than 10 years. For 14 years, he taught adolescents in grades 5 through 8. He co-organized, directed, and taught in La Crosse, Wisconsin’s first multiage middle-level charter school, where he developed curriculum that integrated arts and technology to inspire and challenge students.
Posted February 2014