Is there any way to motivate students?
Despite the changes made in the curriculum in the last years, schools are still in difficulty. Every year, a great number of primary and secondary students do not succeed in obtaining the standardized levels or do not manage to finish school, and those who remain there do not demonstrate any interest in their own learning. Why do teachers fail to motivate students? What can they do to promote motivation?
To begin with, many schools still follow a behaviourist approach whereby students are externally motivated to complete a task by being promised a reward, such as a higher mark for those who complete or submit the task first. External rewards communicate that learning and academic competence are not relevant or valuable; what is valuable is the incentive students are receiving.
Secondly, teachers’ impact on students may either suppress or encourage their motivation. Regardless of undeniable evidence to the contrary, a large number of teachers consider that fear is a great tool to motivate students in order to attain high achievement. Another factor that limits motivation is coercion which many teachers believe is necessary to maintain their authority. Schools are by nature coercive organizations. In such environments, students may succeed when performing what they are compelled to do, but they will probably express little interest in doing high-quality work.
Contrary to this approach, a number of teachers believe that motivation can be effectively promoted and they employ different methods to do so. For instance, by creating a secure environment in which students feel safe and in which they can achieve academic competence. If students feel insecure, they may demonstrate no engagement, creativity or enthusiasm. Creating a cooperative classroom in which students can experience a sense of belonging and connection is another technique to promote motivation. In this case, the teacher should provide cooperative activities such as pair-work. Enjoyment and fun should also be part of the class. An enjoyable classroom does not imply disorder or lenient teachers, on the contrary, it favours learning.
In addition, teachers should develop positive relationships with their students. Teachers who respond to students’ concerns in an empathic way and establish relationships of mutual trust and respect are more likely to inspire them on academic issues than those who do not have personal bonds with students.
Finally, one of the aspects related to motivation which is usually disregarded is related to feelings, more exactly, self-esteem and self-confidence. Students with low self-esteem or self-confidence see complex tasks as personal threats. They focus on their deficiencies and on the obstacles they encounter rather than on how to perform the task successfully. As a result, they lose faith in their capabilities and tend to abandon easily. Since self-esteem and self-confidence are social products because they are shaped and generated by individuals around, the opinion of significant figures, in this case the teacher, may play an important role when strengthening or undermining a student’s image.
To finish, it may be concluded that the role of teachers in promoting motivation is relevant. In my opinion, the reward approach should be avoided and teachers should foster positive relationships with their students. When students feel respected and loved by the teacher, they feel free in a secure place and take more risks.
Despite the changes made in the curriculum in the last years, schools are still in difficulty. Every year, a great number of primary and secondary students do not succeed in obtaining the standardized levels or do not manage to finish school, and those who remain there do not demonstrate any interest in their own learning. Why do teachers fail to motivate students? What can they do to promote motivation?
To begin with, many schools still follow a behaviourist approach whereby students are externally motivated to complete a task by being promised a reward, such as a higher mark for those who complete or submit the task first. External rewards communicate that learning and academic competence are not relevant or valuable; what is valuable is the incentive students are receiving.
Secondly, teachers’ impact on students may either suppress or encourage their motivation. Regardless of undeniable evidence to the contrary, a large number of teachers consider that fear is a great tool to motivate students in order to attain high achievement. Another factor that limits motivation is coercion which many teachers believe is necessary to maintain their authority. Schools are by nature coercive organizations. In such environments, students may succeed when performing what they are compelled to do, but they will probably express little interest in doing high-quality work.
Contrary to this approach, a number of teachers believe that motivation can be effectively promoted and they employ different methods to do so. For instance, by creating a secure environment in which students feel safe and in which they can achieve academic competence. If students feel insecure, they may demonstrate no engagement, creativity or enthusiasm. Creating a cooperative classroom in which students can experience a sense of belonging and connection is another technique to promote motivation. In this case, the teacher should provide cooperative activities such as pair-work. Enjoyment and fun should also be part of the class. An enjoyable classroom does not imply disorder or lenient teachers, on the contrary, it favours learning.
In addition, teachers should develop positive relationships with their students. Teachers who respond to students’ concerns in an empathic way and establish relationships of mutual trust and respect are more likely to inspire them on academic issues than those who do not have personal bonds with students.
Finally, one of the aspects related to motivation which is usually disregarded is related to feelings, more exactly, self-esteem and self-confidence. Students with low self-esteem or self-confidence see complex tasks as personal threats. They focus on their deficiencies and on the obstacles they encounter rather than on how to perform the task successfully. As a result, they lose faith in their capabilities and tend to abandon easily. Since self-esteem and self-confidence are social products because they are shaped and generated by individuals around, the opinion of significant figures, in this case the teacher, may play an important role when strengthening or undermining a student’s image.
To finish, it may be concluded that the role of teachers in promoting motivation is relevant. In my opinion, the reward approach should be avoided and teachers should foster positive relationships with their students. When students feel respected and loved by the teacher, they feel free in a secure place and take more risks.
Dear Anahí,
ReplyDeleteGreat essay! Many teachers would find this v interesting!!!
Well done.
Analía