Developing Motivation within the cClassroom

Motivation is the reason or reasons one has for acting or behaving in a particular way, the general desire or willingness of someone to do something."Motivation is an essential determinant of academic learning, educational choices, and career decisions during adolescence and early adulthood" (Wang,2020). How do educators motivate students to learn and work hard in the classroom?

Basic Human Needs

People can be motivated by various things. Rewards, punishment, internal pressure, and interest to name a few. People might be encouraged to do something because of what they will receive afterward. People might be motivated to do something to avoid punishment. They might feel pressured or feel as if they have to, they could also hold value for something. 

    Psychologists suggest that regardless of the reason for motivation three basic needs need to be met before a person is motivated to do something. 

•     Autonomy: this is the feeling of having control, having a choice 

• Competence: this is being able to do the task, confidence in oneself to be able to complete the task 

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• Relatedness: this is the feeling of belongingness, connecting with others or to the task 

Children need the exact basic needs to be motivated in schools and at home. When children have some self-determination they will stay engaged in the task. When their needs are met they are excited to learn and want to participate. They also tend to perform better in class and on testing, as well as learn more deeply. 

Now what happens when these are not met? An array of problems can happen in the classroom when a student is not motivated. Students who are unmotivated in the classroom can be sluggish and emotionally flat. These students need to be reminded constantly to stay on task. They can have no concern for uncompleted tasks and might start to miss school altogether. 

Sociocultural Factors and Affect Student Motivation

Socioculturalism is the combination of social and cultural factors. This includes social classes, religious beliefs, social economic status, attitude towards work, and social values to name a few. Some of these factors can impact a student's motivation in the classroom. One variable that can affect the motivation of the student in the classroom is socioeconomic status, some students may not have the economic status to buy certain supplies for a project, which may cause a lack of motivation to do the project. Another factor can be parent involvement, in some cultures parents are not as involved which can also cause students not to be as much as they should be. 

Educators work with all different kinds of children, and with that said they have to navigate various factors that can affect the motivation of students. As mentioned, one factor can be social-economic status. Teachers can keep in mind that all students might not be able to afford some special supply that is being asked of or afforded certain for a project. They need to be cautious of this, this can be the very thing that makes a student lack motivation to get the project done. 

Cognitive Factors and the Effect on Student Motivation

Some cognitive factors can affect students' motivation. Students that are cognitively impaired might not have their basic needs met which in turn can affect their motivation. Factors can include not being able to process basic learning skills, not being able to memorize information or facts, or even understanding concepts. These factors can hinder the basic need for example, the students may not feel as if they are not competent enough to do the task and therefore lack the motivation to do the task. 

Differential instruction is one way that educators can help students gain motivation to learn and complete learning tasks. When a teacher is working on lesson plans it is essential to take time to think about what and how the students in the classroom learn. With some students, it is important to differentiate the instruction or the task so that all the student's basic needs are met so that they are motivated in the classroom.  

Teacher Attributes that Promote Student Motivation 

 

There are an array of attributes that teachers need to possess to be considered good teachers. Some of those attributes promote student motivation. Adaptability is essential in the classroom. A classroom is filled with all kinds of different children, who all have different personalities, learn differently, and all have to work together. Educators have to adapt to all these differences throughout the year. When an educator comes across a student that is on a fixed mind, the teacher needs to quickly change the learning mode or theory to motivate the learner without being overwhelmed and stressed. 

  

Patience is a great attribute to possess and model for the students. When a student does not understand a concept the first time it is taught, is it important for the teacher to not only take out some time to teach it differently and be patient but to also show the student that with some hard work and patience, they will understand? Educators must also be aware that students might not become motivated the right way and might need different tactics to become motivated, and that is where patience comes in as well.

 

 

Teacher Attributes that Hinder Student Motivation 

While all teachers possess good attributes, there can also be some that hinder the learning process and a student's motivation in the classroom. Lack of commitment is one of the most damaging attributes that a teacher can possess. When a person decides to become a teacher they commit to students. When a teacher lacks commitment they often themselves have no motivation. Educators with a lack of commitment often do not challenge their students and have no creativity. 

Another attribute that can hinder motivation is a lack of communication skills. With students that are fixed-minded and lack motivation, teachers must be able to communicate well and with different tactics to get the student motivated and with a growth mindset. Not every child learns the same, at times teachers need to change their tactics to foster the child's motivation and encourage them that they can do anything that they put their mind to. 

Teacher Strategies to Improve Motivation at Home and School 

As an educator gains experience, they will come up with ways to improve or increase motivation not only at school but encourage it at home as well. The classroom comes with students that are all different. They learn differently and have different personalities and attitudes. One strategy that can be used in the classroom is to offer varied experiences, for instance, have some hands-on lessons, group work, and some independent work. "Doing so will help students stay engaged and pay attention." (TeacherTought, 2023) Hardness the student’s interest. As a teacher gets to know the students, he or she will also be able to know what their interests are. Teachers can be using the interest to keep students engaged longer and more relatable. 

Educators need to promote parent involvement. Teachers and parents need to work together so that the students stay motivated at home as well. Asks parents to create a timetable that also works with the family schedule. When the students can check off homework assignments and study time it can promote a sense of achievement. Teachers can also ask parents to create a  designated study and homework area at home. Having a special place where it is quiet and with less distraction will help keep them on track. 

There are many things that an educator has to take into account when running an efficient classroom. Keeping the students motivated is a sign of good and efficient teachers among other invaluable attributes. 

References 

Staff, T. (2023, April 6). 21 simple ideas to improve student motivation. TeachThought. https://www.teachthought.com/pedagogy/improve-student-motivation-ideas/

Wang, M.-T., Guo, J., & Degol, J. L. (2020). The role of sociocultural factors in student achievement motivation: A cross-cultural review. Adolescent Research Review, 5(4), 435    –                               450. https://doi.org/10.1007/s40894-019-00124-y