Classrooms that are motivated are due to motivational instructional practices from their teacher. Motivating teachers use far more supportive motivational practices than non-motivating teachers. Teachers are the difference in motivated versus unmotivated classrooms. As an educator it’s important to learn about different techniques and strategies on how to motivate students because motivation is directly linked to learning. Without motivation, students are not going to be interested and engaged and no learning will take place within the classroom. The research suggests that motivating teachers create positive, upbeat, compassionate classrooms where the emphasis is on learning; lessons are well-planned, meaningful, interesting and they allow for student autonomy and cooperation. Motivating teachers project high, positive expectations in their classrooms and provide a lot of support through scaffolding to help their students reach their goals. They model for their student’s, techniques, subject material, positive learning behavior, and interpersonal relationships. Finally, within a motivating classroom, teachers demonstrate classroom procedures that are well-developed and are actively taught to their students in order for them to fully understand them. Self-regulation is clearly evident as well in a motivating classroom.
There are many general instructional strategies that are used by teachers to generate motivation and engagement of students during academic tasks and learning. These strategies are listed below.
- Extrinsic Rewards: A motivational tool for students can be to give rewards for on-task behaviour. Some examples are to use a ticket or tally system to reward good behavior which can result in extra free time or a prize. A check book system can be used where students must regulate their own class behavior. However, extrinsic rewards must be used in moderation because simply relying on rewards to increase motivation actually decreases intrinsic motivation in the long run.
- Social Interactions: The teacher can offer a chance for students who work quickly, with quality, to help a struggling student with the task without signalling that particular student out. As well, the teacher can turn a problem student into their helper to reduce problem behaviors. Finally, the teacher puts themselves in a position of helplessness where the students must work together to find a way to help the teacher.
- Student Autonomy and Choice: To motivate students to write, interest must be developed and choices offered. Offer students several topics from which they can chose and a choice upon which they chose to present it. For example, a student can chose to make a model, create a short story, interview a professional, create a rhyme or rap. Also, as a class, students can decide what the guidelines are for particular activities and together can create a rubric upon which they will be assessed. This provides students with a sense of choice and a voice within the classroom.
- Situational Interest: In order to increase situational interest, the teacher can use ordinary items to teach science concepts in a hands-on manner or use Bingo as a way to teach math. By making learning fun and hands-on, student’s interest will increase.
- Goal Setting: Students can create classroom goals together. Teachers can bring individual goal setting into the classroom by having students create an individual portfolio full of personal goal setting, dream making, and interest-based material. Teachers should focus on goals that are attainable for the students and within their zone of proximal development. Teachers should also focus on not necessarily reaching that goal right away but the positive steps each student makes in order to reach their goal.
- Competition: Bring a sense of competition into the classroom. Divide the class into teams, and provide questions that the teams have to figure out the answer to together. Do not have a definite ‘winner’ or ‘loser’ but rather focus on the learning that was made and the fun that took place by competing in a safe environment against their peers.
- Relevancy, Meaning-Making and Real World Connections: Activities brought into the class are related to student’s home life, hobbies, and interests. For example, activities for math and fractions can be related to baking and double and tripling recipes.
It’s important to know the instructional strategies necessary to create a motivating classroom for your students because without motivation, learning and student achievement will not result. I look forward to bringing some of these techniques into my own classroom and seeing how engagement and interest increases.
Girmus, R.L. (2011). How to motivate your students. New Mexico.