6 Steps to Student Motivation
Every classroom teacher struggles with how to best motivate students to become eager learners and to develop ownership of their success. We all remember the days of gold stars and stickers which resulted in short-lived results. Once the lure of the star or sticker wore off, then shinier, larger, and more expensive prizes were needed to extrinsically motivate the student. Other teachers found class competition motivating—for those who felt that they had a chance of winning, leaving the other students dejected and reinforcing their feeling, once again, that it doesn’t even pay to try. Why exert energy into my learning if failure is the inevitable outcome?
A recent article outlined several powerful and intrinsically motivating ideas which not only enhance student effort and ownership but also lead to better run and better managed classrooms.
1. Praise student’s competencies and not natural abilities. Show the student how his effort, strategy, or reflection leads to greater levels of success. Praising natural ability by saying, “you are such a great writer,” or “you have a math brain” for example, leads a student to believe that effort does not count. If one is not blessed to be a great writer or was not born with a math brain, then why bother trying? Instead, a teacher can say, “your strategy of drafting your paper and editing really worked. Well done!” or, “I can see how the extra time studying gave you a terrific understanding of the concepts.” Visually show the student how their own work, effort, and strategies result in better work.
2. Use strategies which can allow the student to show off expertise in an area. For example, if the student has a particular skill or ability, find opportunities within the class setting where it can be put to good use. When the situation allows, use a Jigsaw technique in which each student or group can become “expert” in an area which they can then teach to others.
3. When planning your unit or lesson, find opportunities to offer students as much reasonable autonomy as possible. You can allow different modalities with which the student can learn the material or different options for assessment at the end of the lesson or unit. Allow the student to incorporate his/her personal interests, preferences, or experiences.
4. It is important to inform students how the learner outcomes can and will be beneficial to the student. Making the information or new skill as relevant and meaningful as possible, adds importance and purpose. The new learning can be useful or needed for later in life or is an important prerequisite for necessary or mandatory learning. Try to find real-life connections to the specific interests and plans of individual students, as well as to the broader class.
5. Prepare yourself for how you would answer that almost certain student question, “when are we ever going to need this?”
6. A classroom which has warmth, caring, and interrelatedness is a classroom where students feel safe and more willing to take risks and participate. A classroom that has a harsh edge to it or where cliques exist, is also likely to cause a segment of the class to shut down and resist effort and participation. Teachers need to create a caring environment where students can feel cared for, as well as to be able to express care and concern for others. Teachers need to create bonds between themselves and students by smiling, being approachable, apologize for mistakes made, using student’s names regularly, and show genuine care and concern for their total well being. Additionally, students will feel more motivated in a classroom where a sense of mutuality and collaboration exist instead of competition. Allow sharing and student presentations in an atmosphere of support.
It is easy to understand how visibly sensing these ideas in a classroom can lead to greater student interest, risk taking, and self -motivation. Imagine the opposite of these traits in your classroom- a class environment that favors natural ability instead of effort, one that does not allow a student to demonstrate skill or expertise in a supportive setting, where relevancy to the student is not a priority, or where a student cannot tangibly feel the teachers support and concern. For how long can a student remain motivated in such a classroom setting?
Actively and intentionally incorporating these concepts as vital overlays in your classroom environment, ensures higher levels of student motivation.
