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Michael Hargarten
“Increasing Student
Motivation”
Increasing Student Motivation
Objectives
1) Teachers will be able to understand how rapport, safety, and risk-taking affect student motivation.
2) Teachers will be able to assess the skill level of students in order to differentiate expectations accordingly.
3) Teachers will learn 6 strategies to motivate students.
The “Unmotivated Student”
http://www.youtube.com/watch?v=w4KLmUdczc8
“He’s choosing not to do it…”“She’s being lazy…”“She doesn’t seem to care…”“They’re not motivated”
Research
● Multiple factors affect a student’s motivation to complete tasks in the classroom. ○ A study completed through George Washington University in
2013 found 40% of high school students are chronically disengaged in school.
● A study completed by University of Wisconsin-Whitewater in 2013 found that
30% of a student’s course grade is determined by whether a teacher is
able to motivate a student.
What is Motivation?
● Motivation is “the condition of being eager to act or work.”
● Intrinsic Motivation: driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for reward.
● Extrinsic Motivation: Comes from outside of the individual. Common extrinsic motivations are rewards (e.g. money or grades) for showing the desired behavior, and the threat of punishment following misbehavior.
● Our goal is to help students move from extrinsically motivated to intrinsically motivated. However, if the student is not yet motivated to complete the task, then further strategies are needed.
What is Motivation?
Performance vs. Skill Deficits
● Assess whether the student can do the work that is given. Example: formative assessments/pre-test on skill levels
● Also gather information from IEPs/IEP at a Glance to determine skill levels in ALL areas including reading, math, writing, behavior, organization/time management.
Performance vs. Skill Deficits
● Part of assessment is trying different accommodations and evaluating curriculum and workload expected of students to determine if students are able to complete the tasks.○ Reduce quantity of work expected○ Reduce number of options for multiple choice questions (4 down to 2)○ Have the student answer a question orally rather than in writing to
determine if writing skill deficit exists.○ Pull student aside and briefly have student summarize information to
determine understanding as part of assessment.
● Share expectations that students are accountable even though accommodations are provided.
● Using MESA strategies can affect motivation by creating a warm, safe environment through the clear expectations provided in the classroom.
○ Mature
○ Ethical
○ Safe
○ Accountable
Proactive Motivational Strategies
Build rapport and a connection with ALL students and create a culture of community in
the classroom.
How do we accomplish this?
● Accept the differences of each student
● Encourage risk-taking and teach students how to fail--It’s ok to make a mistake and it’s part of the learning process!
● Focus on progress rather than mastery.
● Use appropriate recognition and verbal redirection
● Model the use of “I statements” to express opinions and ideas and teach students to use this. E.g. “I see this point differently. I feel that…” vs. “You’re wrong…”
● Know one thing about each student and talk to them about those things during appropriate times.
● Eliminate the word wrong from your vocabulary. Refer to responses as “good,” “better,” or “best”.
● Help students see the value in completing tasks and connect content and tasks to their interests.
What is Motivating to Students?
● Motivational factors include:○ Power○ Prestige○ Projects○ Praise○ Prizes○ People-Oriented (time with others)
● Do a motivation assessment to determine which of the 6 P’s listed above motivates the student.
Motivational Assessment
Directions: Read the questions and circle TWO answers for each question. Read all answers carefully and select the TWO answers you like best.
1. If you did really well on your science project, what would you prefer the teacher to do?
a. Let you carry the project to the other classrooms and explain the project to other students.
b. Put the projector on display in the hallway.
c. Give you a small prize.
d. Write a note to your parents to tell them what a good job you did.
2. When you get a good grade on a paper, what do you do?
a. Show it to your friends on the bus.
b. Hang it on the refrigerator or on a bulletin board at home.
c. Ask your parents for a treat as a reward for your good work.
d. Call your relatives and tell them how you did.
The 6 P’s in Action
Once it is determined which of the 6 P’s is most motivating for a student, the following are some options:
Power: empowering the student to have choices and responsibility, let them help others, avoid peer comparisons, let them generate solutions, be willing to negotiate, provide assistance with taking on leadership roles.
The 6 P’s in Action
Projects: increase a child’s focus on tasks, highlight the child’s strengths, and foster memorization. When exchanging ideas with others, they develop their social emotional skills on a parallel course with their academic skills.This becomes a non-competitive activity emphasizing teamwork, mutual support, sharing, and collaboration.
The 6 P’s in Action
Prestige: Increases confidence and self-reliance on student’s own skills. Examples include: certificates, awards, leadership roles, being a mentor to others.
Praise: Verbal identification of a job well done. It is immediate, specific, and positive.It’s all about the student and what they did/accomplished.● E.g. accomplishments could be posted in the room
or provided verbally.
The 6 P’s in Action
Prizes: Tangible items students can earn. Examples: scratchers, passing out papers, getting a drink of water, sitting with a friend, computer time, free time, call home.
People-Oriented: Earn time with others of their choosing. Examples: Go to lunch early with friends, sit with friends in class, eat lunch with a teacher or administrator.
Just a Note
For students who do not respond to these strategies, it will be important to discuss a more individualized approach.
References
Crotty, James Marshall. "Motivation Matters: 40% Of High School Students Chronically Disengaged From School." Forbes. Forbes Magazine, 13 Mar. 2013. Web. 29 Mar. 2014.
"Motivating Students." Motivating Students. University of Wisconsin-Whitewater, 2005. Web. 01 Apr. 2014. <http://www.uww.edu/learn/motivating_students.php>.
Lavoie, Richard (2008). The Motivation Breakthrough. New York, NY: Touchstone
