“…it
isn’t smart kids who do well in school, it’s the kids who do well in school who
get smarter” (Fisher, 2012).
Bryan
Goodwin of McREL feels motivation is “tied to five key areas: intrinsic
rewards, engaging content, student self-regulation, growth-minded perspectives,
and mastery experiences” (Fisher). However, Goodwin gives a warning about using
intrinsic rewards since a student’s motivation can disappear once the rewards
are no longer available. In other words, the motivation is somewhat artificial
and may not be sustainable. Instead of rewards, Goodwin recommends making lessons
personal, using mystery, and “incorporating imaginative play…[because]
imaginative play is critical in developing self-regulation” (Fisher). Goodwin
also states that it’s imperative for students to develop a growth-minded
perspective. “Students who believe that hard work [not purely intelligence]
leads to success are more likely to believe they can control their own fate”
(Fisher).
Douglas
B. Reeves (founder of the Leadership and Learning Center in Salem,
Massachusetts) also gives “five practical techniques to motivate the unmotivated
student: give them challenge, choice, significance, feedback, and competence”
(2012). So many teachers think students are incapable of more challenging work,
so less challenging work is assigned. The downward spiral begins as the students
become less motivated and outwardly appear to be less capable. The teachers
simplify the work and so the cycle continues. My campus conducted a survey in
which students and teachers were asked if they felt assignments given were
challenging. Teachers felt the assignments were sufficiently challenging;
students felt the assignments were too easy. Another strategy Reeves provides
is choice. He uses the word “choice” to describe one aspect of differentiation.
This one is hugely important for every student from the highest to the lowest
of abilities and knowledge. The teachers on my campus have been provided
massive amounts of professional development in an effort to give them a toolbox
full of differentiation strategies such as Kagan structures, CRISS strategies,
and QTEL. Another of Reeves’s suggestions is feedback. I have become a huge fan
of feedback and its value when given in an efficient manner. Research shows
that feedback has greater impact on student learning and progress than any
other single effort. Coaches and fine arts teachers are great models of the use
of feedback for improving performance. Classroom teachers need to apply
feedback in a similar manner. This feedback can help students feel more
competent (much like Goodwin’s mastery experiences). Terry Heaney (a Learning
Strategies teacher at Calgary Academy in Calgary, Alberta, Canada) works with
students who have learning challenges. Based on his experience, Heaney says
that as students struggle and have more negative experiences, they will be less
likely to respond to motivational efforts. However, feedback “can motivate our
students more directly with a thoughtful approach to providing feedback on
assignments and tests” (Heaney, 2012).
Bob
Sullo (2009) incorporates many of Goodwin’s and Reeves’s ideas in Motivated Student: Unlocking the Enthusiasm
for Learning. He, too, believes teachers should stop giving intrinsic
rewards and instead help students develop internal motivation. Also similarly,
Sullo believes it’s important to teach students how to self-evaluate (or self-regulate).
The other things he suggests reflect best practices in any classroom. They
include making the classroom a safe environment in which students can ask
questions, receive feedback, and maintain trusting relationships with the
teacher and classmates. Additionally, Sullo stresses the importance of a good
classroom management system that provides routines and expectations.
There
are many ways a teacher can help motivate students. None are easy, but I
believe they are worth the effort if they help students achieve success. I
would not want to be responsible for a student’s feeling of failure if I can
make a difference. After all, “it isn’t smart kids who do well in school, it’s
the kids who do well in school who get smarter” (Fisher).
References:
Fisher, C. (2012). What
matters most when it comes to motivating students? Association for Supervision and Curriculum Development. Retrieved
from: http://www.ascd.org/conferences/conference-daily/ac12/student-motivation.aspx
Heaney, T. (2012). Motivating
through feedback. Association for
Supervision and Curriculum Development. Retrieved from: http://www.ascd.org/ascd-express/vol5/504-heaney.aspx
Reeves, D. (2012). Motivating
unmotivated students. Association for
Supervision and Curriculum Development. Retrieved from: http://www.ascd.org/ascd-express/vol5/504-reeves.aspx
Sullo, B. (2009). Motivated
student: Unlocking the enthusiasm for learning. Association for Supervision and Curriculum Development. Retrieved
from: http://www.ascd.org/publications/books/109028.aspx
