The document discusses strategies for motivating student journalists and improving a high school newspaper program. It presents three case studies that outline challenges such as an undisciplined existing staff, students submitting low-quality work, and seniors losing motivation at the end of the year. For each case, it suggests considering short-term, intermediate-term and long-term solutions. Additionally, it provides examples of incentives for students such as publishing opportunities, awards, social events, and establishing an application process for the program. The goal is to shift focus from grades to promoting excellent journalism.

1. So WhatSo What’s the’s the
Incentive?:Incentive?:
Tricks, tips and techniques for
getting students to want to do
the hard work required to
produce excellent journalism

2. Case Study No. 1Case Study No. 1
 You’ve been hired to teach English … and you’ve agreed to
also advise the student newspaper.
 You have had no opportunity to select your staff. There are
returning staffers, but the principal tells you he’s making you
the adviser because there was little or no guidance in the past
four or five years. The principal is supportive of your efforts to
improve the paper (in theory), but there is the master schedule
to consider! You can’t bounce anyone from the staff. You’re
stuck with them for at least a semester, if not a year.
 Some courses, including your journalism class, have been
catch-all electives for students who need to fill out their
schedules.
 What are your Short-Term, Intermediate-Term and/or Long-
Term suggestions?

3. Case Study No. 1Case Study No. 1
discussiondiscussion
 SHORT TERM:
 INTERMEDIATE TERM:
 LONG TERM:

4. Case Study No. 2Case Study No. 2
 Despite the fact that your first-year students clearly
understand your newspaper’s editorial standards, many of
them turn in junk … or they turn in nothing at all. Grades
aren’t working as a motivator for them. In fact, they’ve led
to student resentment and anger.
 In the meantime, your student editors believe your efforts to
enforce editorial standards with them is counterproductive
and you should “just leave them alone.” They falsely
believe you are censoring them, not raising the bar for good
journalism.
 What are your Short-Term, Intermediate-Term and/or Long-
Term suggestions?

5. Case Study No. 2Case Study No. 2
discussiondiscussion
 SHORT TERM:
 INTERMEDIATE TERM:
 LONG TERM:

6. Case Study No. 3Case Study No. 3
 The end of the school year is coming, and it’s been a good
year for the newspaper. You’ve chosen next year’s editors,
they are helping choose next year’s staff, and they’re
excited.
 However, some of your seniors – key contributors, section
editors, etc. – are tired. They’ve been admitted to college,
they have taken their AP tests … and they’re done. They try
to surreptitiously play online video games in your lab, and
they spend tons of time on email. But serious and thoughtful
reporting and editing are fading all over your computer lab.
 What are your Short-Term, Intermediate-Term and Long-
Term suggestions?

7. Case Study No. 3Case Study No. 3
discussiondiscussion
 SHORT TERM:
 INTERMEDIATE TERM:
 LONG TERM:

8. A few ideasA few ideas
 Psychological Incentives
– Belonging, power, freedom, fun, positive compliments
 Other incentives
– Publishing
– Pride
– Phun
 Staff Gatherings
 Birthday Buddies
 Food!
 Secret Santa
 Mailbox Notes
 T-Shirts
 Paper Plate Awards
 End of the Year Awards
*Thanks to Jeff Nardone of The Tower at Grosse Point South HS, Mich.

9. More ideasMore ideas
 Students – reporters and editors – should apply to be on the
staff
 An introductory feeder program is something to work toward
 You have to work with your administration to keep your
program from being a dumping ground
 Get it off grades and onto excellent journalism
 Apply for all the awards you can – staff and individual student
awards (NSPA, CSPA, CNPA, Quill and Scroll, National
Federation of Press Women, state and national JEA awarrds,
etc.)
 Attend local/state/regional/national conferences with students
 Facebook group for current/former student journalists;
ongoing connections with college journalism; parent support
via social networks; etc.

10. What can we add?What can we add?
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