How to Motivate Students

7/21/2019 How to Motivate Students

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HOW TO MOTIVATE STUDENTS

Carmen Delurintu

C.N.V. “Nicolae Titulescu”

Influencin anot!er "erson#s moti$ation is not a sim"le tas%. &or one t!in t!e "erson is

alrea'( a tanle of 'ifferent an' "er!a"s conflictin moti$es. Some of t!ese moti$es are innate.

Amon t!ese are nee' for securit() a$oi'ance of !uner) 'rea' of "ain) nee' for acti$it() cra$in

for stimulation) an' se*. Ot!er moti$es are learne'. +earne' moti$es inclu'e 'esire for certaint()

nee' to ac!ie$e) cra$in for com"anions!i") 'esire to re'uce an*iet() re,uirement for 

in'e"en'ence or 'e"en'ence) an' man( more. Innate moti$es are $er( "o-erful com"risin) as

t!e( 'o) asic !uman nee's. W!en innate moti$es are arouse' t!e( are li%el( to ta%e o$er. T!en

t!e !i!er learne' nee's must usuall( sta( on t!e ac% urner until t!e innate moti$es !a$e een

,uiete'. T!e learne' moti$es t!emsel$es $ar( in intensit(. Some ma( e $er( stron an' some

$er( -ea%. Ho-e$er) t!e strent! of t!ese moti$es ma( c!ane) for circumstances 'o alter cases.

Moti$es) ot! asic an' ot!er-ise) ten' to com"ete -it! eac! ot!er. &or anot!er t!in) -!en

stu'ents -al% into (our classroom) eac! one rins a !ierarc!( of moti$es t!at rane from $er(

stron to $er( -ea%. T!ese !ierarc!ies are "ersonal/ t!e( 'iffer from in'i$i'ual to in'i$i'ual.

One irl#s nee' to ac!ie$e ma( e muc! stroner t!an !er nee' for "eer a""ro$al) -!ereas !er 

sister ma( e muc! more influence' ( "eer "ressure t!an ( a 'esire to ac!ie$e. &urt!er) t!e

 "riorities -it!in an in'i$i'ual#s !ierarc!( of moti$es c!ane -it! time an' circumstances. At

times e$er(one su""resses certain 'esires/ at ot!er times circumstances ma%e certain moti$es

almost uncontrollal( "o-erful. Still) on t!e -!ole) most moti$es retain t!eir relati$e "ositions

-it!in one#s !ierarc!( of moti$es e$en t!ou! circumstances mo'if( moti$es an' alter t!eir im"ortance.

Ho-) t!en) 'oes one moti$ate stu'ents0 Unfortunatel( it is not eas(. Tec!ni,ues t!at -or% 

-ell in one situation ma( e useless in anot!er. Incenti$es t!at create ent!usiasm in some

in'i$i'uals in a class lea$e ot!ers com"letel( in'ifferent. Ho-e$er) eneral a""roac!es t!at seem

to a""l( to t!e 'e$elo"ment of "ositi$e moti$ation to-ar' sc!ool learnin inclu'e)

1Tr( to uil' u" stu'ents# feelins of self2esteem.

1Ta%e a'$antae of t!e stu'ents# "resent moti$es.

1Ma%e t!e "otential learnin seem -ort!-!ile.

1Hel" stu'ents estalis! suitale tas%s an' o3ecti$es.

14ee" u" t!e "ace.

1De$elo" a rece"ti$e moo' in t!e learners.

7/21/2019 How to Motivate Students

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15ro$i'e a "leasant en$ironment.

1Culti$ate in t!e learners i'eals an' attitu'es con'uci$e to learnin.

1Utili6e reinforcement t!eor( as muc! as feasile.

  15ro$i'e oo' mo'els for stu'ents to fas!ion t!emsel$es after.

T!e est moti$ational 'e$ices an' tec!ni,ues are "ositi$e in nature. In t!e "ast teac!ers !a$e

 "lace' too muc! em"!asis on neati$e) a$ersi$e "unis!ment measures in attem"tin to moti$ate

an' 'isci"line. It is time for us to turn from neati$e moti$ation to "ositi$e moti$ation. Success

 ree's success.

Moti$ation is too im"ortant in t!e teac!in2learnin "rocess to e left to c!ance. It is t!e %e(

 ot! to oo' learnin an' to oo' 'isci"line. Onl( stu'ents -!o are -ell moti$ate' learn -ell.W!en stu'ents fail to learn) t!e c!ances are reat t!at t!e asic cause of t!e troule !as to 'o

-it! moti$ation. T!e fault lies -it! t!e teac!er an' t!e sc!ool as often as it 'oes -it! t!e

stu'ents) for t!e( !a$e not ta%en ste"s necessar( to moti$ate stu'ents to -or% an' stu'(.

&ortunatel( all %i's can e moti$ate'.

Since eac! of us !as a $aluale commo'it( to sell to sometimes un-illin clients) it is im"ortant

t!at -e fin' a -a( to moti$ate t!em. If -e can 'o so ( "ositi$e means) t!e c!ances of 

successfull( teac!in our stu'ents -ill e reatl( en!ance'. Unfortunatel() "ositi$e moti$ation

'oes not al-a(s come naturall(. More fre,uentl( t!an not) -e must con$ince reluctant stu'entsof t!e $alue of our -ares an' create in stu'ents an inclination to u(. &ortunatel( for t!is

 "ur"ose) -e !a$e man( tools an' tec!ni,ues at our comman'. One of t!em is to !arness as far as

 "ossile stu'ents# natural moti$es) suc! as curiosit() attitu'es an' i'eals) 'esire for success) self2esteem an' securit() lo$e of fun) a'$enture an' action) an' nee' for frien's!i". Anot!er met!o'

is to tr( to ma%e t!e su3ect matter seem $aluale to t!e stu'ent. 5er!a"s t!e est -a( to 'o t!is

is to reall( elie$e in t!e material#s im"ortance (ourself. In t!is connection one s!oul' rememer t!at stu'ents are more li%el( to e mo$e' ( imme'iate rat!er t!an 'eferre' an' intrinsic rat!er 

t!an e*trinsic $alues. 7ecause "eo"le res"on' 'ifferentl( to t!ins) in'i$i'ual moti$ation ma( e

fostere' ( ma%in a'e,uate "ro$isions for in'i$i'ual 'ifferences. Mar%s !a$e not "ro$e' to e

a'e,uate moti$atin 'e$ices for most o(s an' irls/ teac!er2stu'ent "lannin !as een some2-!at more successful.

 Ne- ammunition for t!e 'e$elo"ment of tec!ni,ues an' strateies t!at can e !el"ful in t!e

moti$atin of stu'ents can e foun' in reinforcement t!eor(. 7asicall( t!is t!eor( !ol's t!at ones!oul' re-ar' stu'ents -!en t!e( e!a$e in t!e -a( one 'esires) ut not -!en t!e( e!a$e in

un'esirale -a(s. Unfortunatel( man( of our "resent 'isci"linar( "roce'ures ten' to re-ar'

unto-ar' e!a$ior. As -e 'e$elo" an' use teac!in met!o's t!at utili6e reinforcement

tec!ni,ues "ro"erl() -e s!oul' fin' our stu'ents ecomin etter moti$ate' an' etter e!a$e'.Amon t!e tec!ni,ues recommen'e' are 3u'icious use of re-ar's an' t!e use of continenc(

contracts) reinforcement menus) an' mo'elin.