The Art and Craft of Motivating Students

The educational equivalent to "location, location, location," is "motivation, motivation, motivation," for motivation is probably the most significant factor educators can target in order to improve learning.
Teachers routinely attest to the importance of motivating students, lamenting how easily students memorize unending rap songs despite their needing a truckload of teaching tricks to remember directions for a simple assignment.
Considering its importance, surprisingly little advice about how to motivate students is available on the Internet. The most helpful site reviews motivational research. In it Barbara McCombs states that "almost everything [teachers] do in the classroom has a motivational influence on students--either positive or negative. This includes the way information is presented, the kinds of activities teachers use, the ways teachers interact with students, the amount of choice and control given to students, and opportunities for students to work alone or in groups. Students react to who teachers are, what they do, and how comfortable they feel in the classroom." ²
Based on research findings, we now know that motivation depends on the extent to which teachers are able to satisfy students' needs:

• to feel in control of their learning
• to feel competent, and
• to feel connected with others.

How to Give Students More Control

Being in control of their learning means having significant input into the selection of learning goals and activities and of classroom policies and procedures. Knowing that students need to have significant input into decisions about their learning situation does not, however, simplify the task of meshing what, when, how, and where students want to learn with mandated content and objectives, the school's schedule, and the teacher's room assignment.
Fortunately, research suggests that students feel some ownership of a decision if they agree with it, so getting students to accept the reasons some aspects of a course are not negotiable is probably a worthwhile endeavor. Then, whenever possible, students should be allowed to determine class rules and procedures, set learning goals, select learning activities and assignments, and decide whether to work in groups or independently.
In addition, while inconsistent with best practice in cooperative learning, allowing students to select learning partners has been shown to improve their motivation to learn. With this, as with other instructional issues, the teacher must continually weigh the benefits of making the "preferred" instructional decision against the motivational benefits of giving students choices among appropriate alternatives.

source: http://712educators.about.com/cs/motivation/a/motivation.htm

How to Motivate Students

1. Understand why motivating students is such a challenge. The thing about students is that they are exposed to so many different people acting as 'teachers' in their lives. Everyone and everything is at this point, trying extremely hard to stimulate these kids, make them think, make them work and make them into people the world can be proud of. Because of this overwhelming input of stimulus and influence, kids struggle to find their own identity. Once they have recognized this, they tend to deal with the constant environmental pressure by adopting one important policy: "I will only allow you to influence me if you prove to me that you're worth it". This policy is their mechanism of making sure that the right person gets to them at the right time, and it's a good way of doing it. The only time it becomes an issue is when they get impressed by a person who is a bad influence, or when a good person makes no effort to impress them
2. Stand Out. Having read the above step, you should have realized that you need to prove your worth to the students so they can allow you to influence them. You can't do this if you blend into the murky background of life. You need to stand out, catch their attention and hold it.
   • Be Vocal. Have an opinion and make sure you submit it at an appropriate time. Avoid talking too much and/or being too opinionated. You need to come across as being informative, intelligent and as a person who is not afraid to speak their mind, not someone who is arrogant and self-centered.
   • Be passionate about what you're teaching. Wide eyes, a grin and barely suppressed enthusiasm does wonders for a student. Even if they're not interested in your subject, your manner would amuse them. Most of all, because you are adamantly expressing your love for a subject, they will tend to mark you as a genuine person.
   • Be energetic Enthusiasm is contagious. It is also a lot harder for kids to fall asleep in class if the teacher is bouncing off the walls (not that I am recommending bouncing off the walls). Make sure you have the energy to market your subject and yourself well.
   • Bend a few rules. This requires a bit of care, but tends to really establish trust. If a student has been consistently not turning in work and they show up and tell you they haven't completed the assignment again. You need to recognize that something is wrong (even if it is just the student's attitude) and help. Discretely give them a bit more time to do it and make the topic a little bit easier. Yes it's bending the rules, but what you're doing is eliminating reasons for this to repeat itself. Make sure it is clear that you will not grant extensions like this again.
   • Go the extra mile...even if it is just once. Do more than the average teacher is expected to do. In the case of the student above for example, if they fail to do the work on time, again. Call them after class and go through the entire assignment with them. Help them write it, show them how to do research, show them some papers other students have written. This is great because it eliminates all problems: if it's the student's attitude you are eliminating their excuses and if they genuinely were struggling with the work, they know exactly how to deal with it now. Be attentive, answer all questions and make sure they've completely understood your actions. Make sure you tell them that you will not work with them like this again. Ask them if they have understood and wait for their affirmative response before dismissing them.
   • Put an effort into your appearance. You need to make a good impression, make sure you walk into class looking good. Try to dress a little better or differently than the average person.
3. Volunteer Information. This doesn't seem as important, but most teachers don't do it or don't do it right. Keep the students updated with recent developments regarding their subject. If you are a science teacher for example, you could 1) Bring an article from Scientific American for the students to read in class or 2) Give the students a summary of the article, show them pictures of the article, ask them questions about the concepts in the article and what certain sentences mean and tell them that you have copies of the article if anyone wants to pick them up after class. The second option is the better one. You need to understand that it is your job to get the students interested not the job of the material you present to them.
4. Dare to Jump Out of the Box. Do an extensive class project that is unconventional and fun. For example, your class could put on a science-related (or whichever subject related) play that you could perform at a local museum for younger children. The whole class could write a book that you could publish using a self-publishing service (these are rather cheap) and donate it to a local library. The thing about this is that the idea has to be different, you have to do it during class time or during some time in school (to avoid transportation and excess time issues) and you have to work with everyone every step of the way.
5. Watch the sarcasm. Sarcasm is actually a pretty good way to get along with students. It gives them the impression that you aren't vying for their approval, know the rules and have a good sense of humor. Your sarcasm though has to be well versed, well placed and make sure you smile while you're being sarcastic or right after. This is rather important. Students love sarcasm but your body language has to accompany it and make you come across as pleasant not mean.
6. Brag a little but not too much. You are trying to convince students that you are worth listening to, especially if you are trying to motivate them towards your field of study. You need to exhibit your talents. You are not just a teacher, you are really and truly good at what you do. It is almost like how you would present yourself during a job interview. Be humble about it but don't hide it. Make sure your pride comes through when you are talking to the students about your experiences or contributions. If you have impressive contacts invite them over. Try not to ask them to make a speech though, an interview type of interaction would be best.
7. Pay attention. If a student looks depressed or unwell. Call them out after class and just ask them if they are alright. Try to keep yourself semi-occupied when you do this. Look at them when you ask but don't keep staring at them until they answer you. If they say they are fine, don't press them. Just say "Alright, just thought you looked a bit down back there" and drop it and continue working. Just the fact that you're concerned is enough for them.
8. Bring out student opinions. Ask them what their opinions are on certain issues. Avoid questions like: "What do you think about the Presidential Election?", this tends to be a bit annoying. Just throw a one-liner that they can't avoid answering like "Democrat or Republican?". If their opinion differ from yours or are the same as yours, argue with them lightly, like you would informally with friends. Admit defeat once in a while. Even if you think you're right, you could end with: "You're good. I'll get back to you on that one"
9. Make a difference. If you see a problem or issue worth tackling, bring it up. Tell the students you want to do something about it and ask them what they think. Deal with the problem together and you'll make a difference together.
10. Make your expectations clear. Tell your entire class what you expect of them. What you want them to become. What kind of contributions you want them to make in their field, and in the world. Be passionate and be genuine. The most critical mistake that teachers make with this speech is this: they deliver it at the beginning of their class with the students. This usually brings about an opposite motivation. If you have a new class and you stand up before them and tell them how you know they are all wonderful people and in this class they will learn how to change the world, they students won't believe you and they will lose respect for you. What they're thinking is how can you know what kind of people they are without making an effort to find out? How do you expect them to change the world when you aren't telling them what the world is? How can you have the exact same expectation of everybody? And they're right. To most teachers all students are the same and so they feel comfortable expressing themselves in that sort of speech, but to a good teacher, each student is different. Even avoid the "Some of You" speech ("Some of you will become lawyers, some of you doctors..etc"). Save the speech for one of the last classes you have with them (not the last class) and make it personal. For example: "Ryan will find a cure for cancer, Kevin will give Bill Gates a run for his money, Wendy will decorate the world, Carol will probably give Kevin a run for his money...". Add a bit of humor and make sure it's obvious to the students that you have gotten to know something about every one of them. These are your expectations for these kids, just as you have proven yourself to them, they have proven themselves to you.
11. Expose them to the stimulus that they were blocking off before. Issues concerning people, the community, the country, the world. Anything that is important to you. Anything you want to motivate them with. Now that you've gained they're trust and they've decided you're worth listening to...they will. They will try and understand where you're coming from and why you feel a certain way. Even if they don't agree, they will be willing to make the effort.

source: http://www.wikihow.com/Motivate-Students

Some Ideas for Motivating Students

1. Explain. Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it. Teachers should spend more time explaining why we teach what we do, and why the topic or approach or activity is important and interesting and worthwhile. In the process, some of the teacher's enthusiasm will be transmitted to the students, who will be more likely to become interested. Similarly, teachers should spend more time explaining exactly what is expected on assignments or activities. Students who are uncertain about what to do will seldom perform well. To the question, "When will we ever use this?" there are several answers. (1) You never know when knowledge and skills will be useful. (2) Whether or not you ever use this specific knowledge is less important than the fact that you are learning how to learn, learning the discipline of focusing on a task, learning how to work on a task that might not be interesting to you--and perhaps you are learning how to make such tasks interesting. There is an exercise in basic training where recruits step back and forth into old tires rapidly. No one ever asks, "When will we ever need to know how to step through tires?" because they know they are building agility. The same is true for many subjectss. A student might never use calculus later in life, but the mental training--problem solving, thinking, precision--those sharpened skills will be.
(In a study conducted on one college campus, a faculty member gave a student assignment to a group of colleagues for analysis. Few of them could understand what the faculty member wanted. If experienced profs are confused, how can we expect students to understand?)

Teaching Strategies for Student Learning

Motivating students is a challenge all teachers face.  Since every classroom consists of a wide array of students, each student brings with them different student learning styles, different interests, and different life experiences that make each classroom unique and special.  There are several ways that teachers can tap into the individual learning styles and interests of students, thus making learning more fun and meaningful all at the same time.  One excellent way to start is by having strong classroom management skills; you can refine your natural talents in this area by following the tips found in Take Back That Class.

Here are some teaching ideas for how to motivate students:

1. Expectations.  Teachers should set reasonable objectives for every lesson that allow their students to progress in the classroom.  Expect students to achieve the objectives, and they will.  Studies show that students achieve at higher rates when their teachers have high expectations for them.
2. Success.  Motivate students by showing them that they can be successful in the classroom.  Teachers can differentiate instruction to meet the students' needs by adjusting the corresponding class work to the appropriate levels.   Class work can be modified in a variety of ways: shortened assignments, extra response time, or enrichment activities.
3. Relevance.  Show students how what they are learning matters in real life. This is one of the most effective motivation techniques, especially for older students, as it gives them meaning and purpose for their hard work. Guide students to discuss the new material, and allow students to draw on their own experiences to learn and understand the new material.

DEALING WITH DISENGAGED STUDENTS

"Trainer" is an adult word for "teacher," and from the top down, a list of the top three teacher nightmares related to disengaged students probably runs something like this: class clown, the know-it-all and Mr. or Miss "I Couldn't Care Less."
The first two are tough to combat. The last nightmare student, however, can be assuaged if not eliminated with a bit of work. There are a variety of teaching strategies to appeal to a wide range of learning styles, and being informed about them might prove useful, but when actively courting your students' engaged attention in the classroom, it pays to start with the basics.
One of the most basic things to do is get to know your students - it's easy to disengage when student and trainer have no connection and/or have not been acquainted. Refer to students by name. Listen when they engage in informal chitchat (you might learn personal details that you can use to connect).
Make notes if you have to so you can keep each students' personal data straight. The object here is to get to know those in your class. Icebreaker exercises can be helpful to elicit and memorize names and pertinent details.
A common reason students disengage is because the trainer simply isn't ready to teach, so be prepared. Clearly articulate the learning goals for the class at the beginning of the course to prepare your students for the tasks ahead.
Then, have your class time planned out, including group activities, and have all your accompanying handouts, audio-visual equipment and other presentation necessities ready to go before class begins to avoid distractions or nonproductive gaps when students' attention might wander.
Another method to engage students is to assess their progress often via tests and assignments. Be flexible, though, when assigning take-home work - knowing the trainer is considerate of work-life schedules can boost assignment-completion rates.
Also, provide guidelines and instructions but consider allowing students to customize work based on their particular needs and potential technical application.
Adults are frequently disengaged from formal training opportunities because they too are technical experts, and they are skeptical or wary of their peers talking down to them. Consider using the students to help teach - what better asset for a trainer than industry practitioners who can relay some of the challenges students might experience once outside the classroom and back on the job? Take advantage of students' existing skills, knowledge and experience.
Similarly, invite students to tender their opinions on the course content. Solicit feedback on teaching materials, homework assignments, etc. Provide prompt and frequent feedback and encourage students to share and learn from colleagues when appropriate via pair and/or group work to encourage interactivity and participation. Answer questions, offer clarifications and real-world examples and use student feedback immediately by implementing suggestions where possible.
No matter what, though, be sure to offer positive reinforcement and/or actionable criticism or suggestions for improvement.



source: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/disengagedstu.htm

MOTIVATING THE UNMOTIVATED

Communications Instructor, Hocking Technical College, Nelsonville, OH
Volume XII, Number 8, Innovation Abstracts
The National Institute for Staff and Organizational Development
March 8, 1990


Over the years, I've watched them collapse, falling hard into the vinyl seats of the faculty lounge, heard them grunt the "Oh, hell" and "damn" that came from the experience of working with students who wouldn't learn. I've listened to the long sighs of frustration and then the discussion of the "fact" that students are largely "unmotivated," unwilling slugs taking up my time and best performances.

And though I, too, have fallen into this occasional "locker room talk" about students, I find myself now regretting my ignorance. Over the past few years, I have tried to take time to get to know my students, to talk honestly with them about who they are and what they want from me, the institutions where I have encountered them, and their education. They have taught me a great deal. I no longer believe that their motivation is the real issue regarding the ways many of them perform or fail to perform in my classroom.

Students have made it clear to me that they embody many sources of frustration regarding the learning process before I ever encounter them, frustrations that are difficult to set aside for 50 or 60 minutes at a time. And they carry in many problematic attitudes about the nature of learning. They come from diverse backgrounds. Some arrive immediately after graduation from high school, but many others come to me after years of involvement in the work force.

In general, today's students are likely to be older than the stereotypical 18- or 19-year-old. They are likely to be apprehensive about traditional classrooms -- paper and pencil work and "book learning" -- and they are likely to perceive themselves as being outsiders when they consider the teacher's world -- my world. They are often uncomfortable with formality. They are often lacking study skills. And they are often struggling to work jobs, raise families, deal with financial responsibilities and limited funds, all while trying to better themselves by going to college.

If all that isn't enough, coming to college challenges their social identity and shakes their confidence. Many of them come from worlds different from mine and have been shaped by experiences far different from what they face in college. When I think about all that is going on with them socially, psychologically, and economically, it is no surprise that many students do not see my classes as the pivotal point of their existence.

Even knowing all the problems they carry with them, I always wanted to believe that my classes should be something they cherished and to which they would give themselves over. I wanted the best from students. If I could have had my way, they would have come to me as active learners, seeking assistance and insight at every opportunity. They would have thrived on academic challenge, and they would have challenged me to teach better than I have ever taught before. They would have questioned every aspect of their education and sought an understanding of the "how's" and "why's" of the factors that touch their curious minds.

Oh, what a wonderful experience that would be ... buy, let's face it, that's not what most students do. What a disappointment! How easy it is to blame them! And how easy it is to get frustrated ... and how easy it is to fall into the belief that they are passive, uninvolved, apolitical airheads. How easy it is to assert that they shun responsibility, that they never question anything that relieves them of responsibility, and that they often drag other students down with them by using their social networks in the classroom to undermine the value of the lessons being presented to the potentially "good" students. How foolish I was to think I would not have to teach them how to learn!

The fact is -- as I had to learn the hard way -- classrooms don't have to be deadly, and students who seem unmotivated don't have to remain in the unmotivated stage for very long. Making a change required a great deal of soul-searching and rethinking on my part. And, most difficult to accept, it required that I accept some of the blame for what I -- as a representative of the teaching profession -- have been given in my students' responses to me.

I've learned that many of them don't know that they have the right to ask for anything other than what they are given. For the most part, they are the products of years of experience in schools where they were essentially told to sit down, shut up, listen, and learn - an experience that taught them that the teacher is the source of all knowledge and that learning is something magically injected into them at some point without their awareness. They rejected that voodoo education then, and, I've learned, they will reject it again if I push it, even though they struggle with the internal desire to "make it this time" in college.

Contrary to the occasional lounge talk I've heard and been part of, students are in college spending their time and money because they want to learn and because they want a better life for themselves. Granted, they often don't know how to acquire what they want or how to make themselves learn what is presented to them. But, when asked for their opinions (often a new experience for many of them), they express that there are instructional areas that they have strong opinions about.

* One of the most prominent comments from students regarding what they want from the college experience involves individualized instruction. They all want to have their individual needs met. They want to feel like they are more than part of a crowd, that their individual talents and abilities are respected and deemed worthy.

* They want teachers who are real people, who recognize them as human beings -- teachers who care about them -- not just their test performance.

* They want to be challenged, not decimated.

* They want caretakers who check on them regularly, who support their individual learning, who inform them individually of their progress, and who assign a variety of tasks that give them the opportunity to learn in modes that fit their individual styles and that are designed to meet their level of learning.

* They like teachers who talk at their level, who can joke and take a joke, and who let them talk and learn with other students.

* They like clear, complete explanations and concrete examples, thorough (but brief) explanations of difficult concepts, and opportunities to have their questions answered.

When I think about what students want, I know that classes that deliver the same old message of "sit down, shut up, and listen so that you can memorize facts to dump onto a test sheet" probably are not going to motivate them. It seems clear that students are not necessarily unmotivated or unwilling learners; they are simply uninvolved in the depersonalization of the traditional classroom. They are willing to learn; they simply may not be able to endure the way they are taught. I now know that if I really want to see motivation in my students, I have to be motivated to rethink what it is I am doing to them.


source: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/unmotiva.htm

8 SIMPLE RULES FOR TEACHERS

Reprinted from The Teaching Professor
by permission from Magna Publications, Inc., Madison, Wis.
www.magnapubs.com. Subscriptions and submissions at custserv@magnapubs.com
August/September 2004

Principles of Accounting has the reputation of being a "hard and boring" course. It is difficult to motivate students to invest the time and effort necessary to succeed in the course. To meet this challenge, we have assembled a list of eight simple rules for keeping students focused and motivated. These rules are not original, and they aren't just for those of us who teach accounting classes. Indeed, most of these time-honored suggestions apply to any course students find hard and boring, and we think that makes them broadly applicable.

Rule 1: Emphasize the most critical concepts continuously. Reiterate these concepts in lectures and assignments throughout the course. Include questions relating to these critical subjects on every exam, thus rewarding students for learning, retaining, and, hopefully, applying this knowledge in a variety of contexts.

Rule 2: Provide students with a "visual aid" when possible to explain abstract concepts. A significant proportion of today's students are visual learners. For these students, a simple diagram or flowchart truly can be more valuable than a thousand words in a text or a lecture.

Rule 3: Rely on logic when applicable. Point out to students which information is merely "fact" that must be memorized and which course material is based upon "logic." Show students how to employ logical thinking to learn and retain new information. For example, in the double-entry bookkeeping system, "debits" equal "credits," and debit entries cause assets to increase. These are "facts" or features of the system; they are not based on logic. However, once the student accepts the system, logic can be used to operate within the system. Continuing the example, if debit entries increase assets, it is logical that credit entries will cause assets to decrease.

Rule 4: Use in-class activities to reinforce newly presented material. After a new concept or subject has been presented via text reading, lecture, or class discussion, allow the students to put the concept into action by completing an in-class assignment. These assignments can be short, but they must be developed to ensure that the students understand the critical concepts underlying the new material. Typically, the most learning takes place when the students are permitted to work in small groups, to refer to their text and notes, and to ask questions of the instructor while completing the assignment. If these in-class assignments are part of the course grading scheme, class attendance also improves.

Rule 5: Help students create a "link" when teaching something new. If the student can "link" the new material to something already learned, the odds of learning the new material are greatly increased. Examples of possible links include: prior material learned in this course (e.g., the critical concepts described in Rule 1), material learned in prerequisite courses, and "real-life" experiences of the students outside the classroom.

Rule 6: Recognize the importance of vocabulary in a course. Students often struggle with new vocabulary in many courses, especially introductory ones. To succeed in these courses, students must become comfortable with the new terminology. As subjects are presented, new and/or confusing terms should be identified and introduced to the students. Present "real-world" definitions and alternative terminology, in addition to textbook definitions. One way to help students assimilate the course vocabulary is to create a "living" glossary on the instructor's website where new terminology is added, explained, and illustrated throughout the course.

Rule 7: Treat students with respect. Patronizing behavior may be expected in primary school teachers, and :drill sergeant" strategies may be effective in military book camps. However, most college student will not respond well to these techniques. Give students their dignity, and they will give you their best efforts.

Rule 8: Hold students to a high standard. If students are not required to maintain a specified level of learning and performance, only the most highly motivated students will devote the time and effort necessary to learn. In contrast, maintaining high standards not only will motivate student learning, it will also be the source of student feelings of accomplishment when those standards are met.

Each of these rules can help motivate even the most lethargic student, but Rule 7 and 8 are the most important. If students are not treated with respect and held to a high standard, scrupulously following the first six rules will have much less impact and might end up being an exercise in futility.


source:http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv8rules.htm

GENERAL PRINCIPLES OF MOTIVATION

Basic principles of motivation exist that are applicable to learning in any situation.

1. The environment can be used to focus the student's attention on what needs to be learned.

Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.

2. Incentives motivate learning.

Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.

3. Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.

Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.

4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.

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tips for learners

1. Always Study and Review Phrases, Not Individual Words

2. Dont Study Grammar

4. Slow, Deep Learning Is Best

5. Use Point Of view Mini-Stories

6. Only Use real English Lessons & Materials

7. Listen & Answer, not Listen & Repeat

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