How to Motivate Students?
It's not all about M&Ms and gold stars
OK, put away the M&Ms. Get rid of the chart with the stars. Ask yourself, "What do I know about motivating students?" You're off to a good start. Likely you're reading this because (A) there is one really apathetic kid that you just can't seem to reach and you want to know how to get him to do something to improve his effort and grades; (B) you have "the class from hell," and it seems they conspire to frustrate your best attempts to teach; (C) your teaching is alright, but you want to raise the bar a bit because you want your students to learn more.
You might do well to forget about rewards. After all, you simply don't know what kind of reward works well for each child. Even if you might pay a student to learn, you would be sunk if money doesn't motivate him.
What do we mean by "motivation?" In the classroom the word typically means a desire to learn or something similar. Teachers often are looking for "quick and easy" motivation-- tricks and tips. The most widely used "trick" is a reward, but research show that rewards are of limited us in the long run and often in the short run.
Perhaps the greatest danger of rewards is using them with students who are already well-motivated and causing them to want to learn for a material payoff rather than for their curiosity of love of learning. They become materialistic. Such well-motivated students are intrinsically motivated; i.e., they have been taught to internalize the importance of learning. They likely came from homes with college-educated parents. Their parents read to them and also enjoyed reading for personal pleasure. They were taken to museums or other places of interests, and parents answered the bazillion questions they asked or helped them find answers.
The students who seem poorly motivated likely came from homes where parental influence was minimal or misguided. Their parents did not encourage reading or questions. It's not that their parents didn't love them, but that their parents may not have had time to spend with them because of the demands of work or other distractions. Emotional issues may have depleted the family's ability to be nurturing and supportive. Their peer relationships were not the best, and their choice of friends were not monitored by parents. Of course, there are children who are victims of emotional or physical problems which overwhelm their interests in things that have come to seem unimportant.
You might do well to forget about rewards. After all, you simply don't know what kind of reward works well for each child. Even if you might pay a student to learn, you would be sunk if money doesn't motivate him.
What do we mean by "motivation?" In the classroom the word typically means a desire to learn or something similar. Teachers often are looking for "quick and easy" motivation-- tricks and tips. The most widely used "trick" is a reward, but research show that rewards are of limited us in the long run and often in the short run.
Believe it or not some Kids just Love Learning?
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| The reward is in the discovery |
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| Playing is naturally rewarding |
The Nurturing Teacher an the Inviting Classroom
It seems that a larger proportion of elementary students are motivated to learn than students in middle or high school. Standardized test scores drop after elementary school. One need only to spend a short time in a well-managed elementary school to realize that the ages of the children is not the only difference between elementary and secondary schools.
Classrooms in elementary schools are generally more inviting. Teacher spend hours preparing bulletin boards, exhibits, reading centers, etc. But, more important, elementary teachers are more nurturing. They are more likely to empathize and sympathize with children. They establish good discipline, but are not observed screaming at students as much as one observes in secondary schools.
Most secondary students would not respond well to being treated like first-graders, but as humans they require some form of nurturing, although they might not admit it. Secondary teachers who believe that it is not important for teachers to like them are wrong. Study after study indicate that student achievement is better when they recognize positive traits in teachers including nurturing and a sense of humor.
Links on Student Motivation
Intrinsic Student Motivation and Relevance
Teachers want motivated students. Motivating students is easier if relevance is understood. To motivate students requires thinking it through.
Motivating Apathetic and At-Risk Students
Few issues are as important to teachers as motivating students. Lots of techniques are tried, but often fail. Knowing students is the key to motivation.
Extrinsic Rewards, Student Motivation, and Character Development
Rewards have become a major component of the classroom and schools generally. Are rewards the best way to improve behavior and grades?
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| The reward of family time |
Most secondary students would not respond well to being treated like first-graders, but as humans they require some form of nurturing, although they might not admit it. Secondary teachers who believe that it is not important for teachers to like them are wrong. Study after study indicate that student achievement is better when they recognize positive traits in teachers including nurturing and a sense of humor.
Links on Student Motivation
Intrinsic Student Motivation and Relevance
Teachers want motivated students. Motivating students is easier if relevance is understood. To motivate students requires thinking it through.
Motivating Apathetic and At-Risk Students
Few issues are as important to teachers as motivating students. Lots of techniques are tried, but often fail. Knowing students is the key to motivation.
Extrinsic Rewards, Student Motivation, and Character Development
Rewards have become a major component of the classroom and schools generally. Are rewards the best way to improve behavior and grades?
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