Student Motivation

Part 1:

The job of motivating students is not an easy or lighthearted task.  Each student comes with their own preconceived ideas of a subject and/or the teacher which all plays into how motivated they will be to learn.  This impression can be changed but not easily.  Rhett Mcdaniel of Vanderbilt University talks in his article Motivating Students about intrinsic and extrinsic motivators and how to model those types of motivations for your students (2018).  One of his strategies is simply getting to know your students.  This fosters into relationship building.  Mcdaniel goes on to explain that incorporating your knowledge of the students, their concerns and background, in addition to your personal interest in their lives, into your lessons and activities will “inspire their personal loyalty to you.”  With that loyalty comes intrinsic motivation and a platform for growth.

Another strategy offered is to set reasonable performance goals (Mcdaniel, 2018).  This means to challenge them but also make sure they have the appropriate knowledge and resources to be successful.  I’ve seen this firsthand in my classroom.  I did an escape room simulation activity this last semester that proved to be somewhat challenging for students, as it was a cumulative review from the whole year.  Although there was frustration and an urge to give up, when they finally broke the code you could see the excitement and motivation levels shoot way up.  Below is a picture of a group that had finally unlocked the box after several failed attempts. 

It is difficult to discuss student motivation without addressing Maslow’s Hierarchy of Needs.  An article written by Saul McLeod over this hierarchy explicitly states that “our most basic need is for physical survival, and this will be the first thing that motivates our behavior (2018; emphasis added).  I do believe that students will not build relationships, feel accomplished, or reach their full potential if their basic needs of food, water, safety, etc. are not met.  Therefore it goes back to Mcdaniels point of knowing your students.  We need to understand where or what they are coming from each morning and build on this hierarchy so they can engage academically. 

(McLeod, 2018)

Part 2:

As educators, it is easy to become so focused on checking off our list of standards that our day quickly passes and suddenly we realize that we didn’t authentically engage with any of our students.  If we are not engaging with them in a real way, we will not get to know them.  If we do not know them, we cannot effectively teach them.  This is where blended learning lends us a big hand.  Whether a flipped model or a station rotation, the blended environment, if done correctly, allows for authentic face-to-face time with each student.  This gives teachers the time to analyze the hierarchy of needs previously mentioned and work of the pyramid. 

Blended learning also allows for students to get immediate feedback.  Students like to know where they’re going and if they are getting there the right way.  Digital resources can supply that information in a quick and concise way.  As students gain the confidence from positive feedback and/or clear re-direction, they are motivated to keep at the task at hand. 

However, to make the blended model work, the teacher has to set it up to do so.  Activities and lessons need to be engaging, authentic, and challenging.  Students need to have (or feel that they have) control over their own learning (Mcdaniel, 2018).  Teachers need to do the behind the scenes stuff while the students take the main stage.  This can be done by modeling enthusiasm over a subject, showing the relevancy of a topic, or organizing groups and giving them a problem to solve.  At this point, you can step to the side and interject when needed. 

Sources:

Mcdaniel, R. (2018, May 07). Motivating Students. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/

McLeod, S. (2018, May 21). Maslow's Hierarchy of Needs. Retrieved from https://www.simplypsychology.org/maslow.html