Dweck, C.S. (2007). Boosting achievement with messages that motivate. Education Canada, 47(2), 6-10.
This article concluded that the most motivated and resilient students are not the ones who think they have a lot of innate intelligence, but they believe that their abilities can be developed through their effort and learning. In other words, these students demonstrate a growth mindset rather than a fixed mindset. This article included the many “rules” that come along with a fixed mindset as well as a growth mindset. Students with a growth mindset are more likely to take on challenges, work hard, and confront their deficiencies and correct them. Educators can foster a growth mindset by praising the student’s process which includes their effort, strategies, concentration, choices, and persistence, which will help students remain motivated, confident, and effective.
Evans, M & Boucher, A. R. (2015). Optimizing the power of choice: supporting student autonomy to foster motivation and engagement in learning. Mind, Brain, and Education, 9(2), 87-91.
Within this article, student autonomy and the power of choice is discussed. This article mentions that teachers are often unsure of how to effectively incorporate choice into the classroom because they fear that offering students’ choice will reduce productivity or lead to off-task behavior. According to the research, choice should be relevant and meaningful, competence-enhancing, and should be provided in just the right amount in order to increase student motivation.
Girmus, R.L. (2011). How to motivate your students. New Mexico.
This article concluded that motivated classrooms are the result of the instructional practices by the teacher. The instructional practices included in this article include the use of extrinsic rewards, social interactions, student autonomy and choice, situational interest, goal setting, competition, relevancy and making real world connections. The article 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.
Granito, M & Chernobilsky, E. (2012). The effect of technology on student’s motivation and knowledge retention. NERA Conference Proceedings, Paper 17.
This article discusses the likelihood of students being inspired and motivated by different technology because they are growing up in a society that is infused with technology. Since students respond positively to technology and their motivation is increased through the use of technology, teachers should make a conscious effort to create activities that include some form of technological tools. These students will be more likely to perform at their highest levels and their achievement and their self-efficacy increases through the incorporation of technology.
Hamre, B.K., & Pianta, R.C.(2006). Student-teacher relationships. In G.G. Bear & K. Minke (Eds), Children’s Needs III: Development, prevention, and intervention, 59-71.
This article places emphasis on the importance of incorporating positive student-teacher relationships within the classroom and that these student-teacher relationships should be based around trust, respect, and understanding. Teacher-student interactions that lead students to feel supported by their teachers are important in enhancing children’s’ motivation and well-being.
Moberly, D.A., Waddle, J.L., & Duff, R.E. (2005). The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 25, 359-366.
This article explores the use of extrinsic rewards and punishment by prekindergarten to grade 3 teachers and suggests that rewards should not be overused because this results in a decrease in intrinsic motivation amongst students. This article looks at the most common motivational practices and classroom management strategies. This article concluded that good instructional practices of the teacher had the most positive influence on child behavior.
Nichols, J.D., & Zhang, G. (2011). Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs. Learning Environ Res, 14, 229-239.
This article explores a classroom model of motivation in which the source of student motivation is based on internal structures and student and instructor interactions within the classroom. It outlines classroom environments and what needs to be done in order to achieve and maintain these positive learning environments. In order to create student motivation, there needs to be affirming and positive relationships paired with student empowerment.
Paterson, K. (2007). 3-minute motivators: more than 100 simple ways to reach, teach, and achieve more than you ever imagined. Markham, Ontario: Pembroke Publishers
This book discusses a wide variety of 3-minute motivators. A 3-minute motivator is described as a quick activity which is directed by the teacher, in which students want to participate because they see the activity as a game which brings along a sense of play and fun. These motivators might involve competition, cooperation, or individual thought or action, and overall provide a much-needed break from the task that may have lost the students’ interest. These motivators then re-concentrate and refocus students’ attention and energy back to the teaching and learning task at hand. The purpose of bringing these motivators into the classroom is to give students a positive break, to wake lethargic minds, to remove excess energy, to introduce a lesson, and to even reward good behavior because they are really fun for the students. As an educator, it’s important to have a bag of motivators ready at all times because you never know when your class might need that extra boost to get started or refocused.