Motivating students to higher levels of achievement is one of the most challenging -- and important -- roles of a teacher. Motivation in education affects on how students learn and how they behave towards subject matter. It can:
- Direct behavior toward particular goals
- Lead to increased effort and energy
- Increase initiation of, and persistence in, activities
- Enhance cognitive processing
- Determine what consequences are reinforcing
- Lead to improved performance
Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these categories are regarded as distinct. Today, these concepts are less likely to be used as distinct categories; instead they are thought of as two ideal types that define a continuum:
- Intrinsic motivation occurs when people are internally motivated to do something because it brings them pleasure and/or they think it is important. Students with intrinsic motivation are more likely to be excited about completing their assignments for the challenge rater than for any type of incentive. Intrinsic motivation for education has been found to drop over grades 3-9, though the exact cause of this is not known. Making abstract material more concrete and contextualized increases the intrinsic motivation of younger students. Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.
- Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of external factors or rewards, such as stickers, candy, recess, money, or extra credit. Student dependency is a substantial reason to not use extrinsic rewards and motivation in the classroom. If teachers decide to extrinsically reward productive student behaviors, they may find it difficult to later extricate themselves from that path.
Motivation stimulates the interest of students and inspires them to take part in classroom activities. Even though intrinsic strategies are most often recommended, teachers should keep in mind that they should build upon both types of motivation in order to achieve the most success.
Instructional Strategies
A child's desire to learn seems to decrease with age. There are a variety of strategies that a teacher can utilize to help his or her students stay motivated. For example, assignments should be challenging but not so difficult that the students will not be able to complete them. Large tasks can be broken down into smaller assignments so students do not become overwhelmed and discouraged. Instructors should remember to verbally state the purpose of assigned tasks. Expectations need to be clear, and examples should be given of low-, average-, and high-level work. Teachers should provide regular instruction that allows for choices within assignments and for students to pace themselves. Students need to realize that there is often more than one right answer. It is also important for teachers to show their class how certain skills can relate to their lives outside of the classroom. Students should be able to make connections and feel that their work is valuable.
Factors Affecting Motivation
Educators should also be aware that there are other factors that can affect a student's motivation. The classroom environment plays a large role in learning: it is said to develop the initial attitudes that students have toward their educational career. The classroom should have an atmosphere that acknowledges the differences among individual students. Teachers need to create a climate that makes their class feels a sense of belonging. According to Allison Heath, a teacher in Prince George County, Virginia, "respect should be a two-way street...if a student feels valued, then they are more likely to be more motivated to take part in class activities." When respect is established, students can form meaningful relationships and feel a connection with their school.
Teachers' beliefs and understandings also affect the motivational atmosphere. Ms. Heath goes on to say that "as a teacher, I think it is important to make sure that my students know what expectations I have of them." By talking to students individually, eagerly answering questions, and frequently incorporating students' thoughts into lessons, teachers can encourage students' motivation.
Home Environment
Instructors should be aware of how each student's home environment might limit motivation. Parental control has been associated with the level of achievement within a child's classroom. Especially in today's society, many parents seem to be so involved with their jobs that they don't have time to talk about their child's school day or help them with homework. Some children also come from abusive or low-income families, and their classroom is their only source of comfort or belonging. Former science teacher Joyce C. Specter noted the importance of current teachers having an open mind about the circumstances some students may be dealing with at home. She found that she "needed to let them know that they were an important part of [her] life, since [she] could possibly be their only positive role model." It is critical that teachers try to involve parents, who can help create or sustain the students' motivation to participate in the learning process.