What Can Be Done to Motivate Students?

Bill Blynt
Mar 07, 2011

Classroom learning experiences often have a difficult time competing for students’ attention in today’s technology rich environment. Motivating students to focus during class and do their best on assigned tasks is becoming increasingly difficult. There has been extensive research done on the subject. Unfortunately, there is no silver bullet to use for motivating students. Many factors affect an individual student’s motivation to work and to learn (Bligh, 1971: Sass, 1989) including interest in the subject matter, relevancy to the student’s life, intrinsic desire to achieve, confidence in their ability to do the work, and their own self-esteem.

Every teacher would love to have a classroom of intrinsically motivated students. Unfortunately, this is rarely the case. Consequently, one of the major challenges is to motivate, inspire, challenge and stimulate your students. According to the work of Barbara Gross Davis, in her book Tools for Teaching, researchers have begun to identify specific aspects of the instructional process that enhance students’ self-motivation. The actions of teachers CAN transform students into motivated independent learners. These actions fall into five general categories:

  • Give frequent, early, positive feedback that supports student beliefs that they can do well.

  • Ensure opportunities for students’ success by assigning tasks that are neither too easy nor too difficult.

  • Help students find a personal connection and value in the material.

  • Create an atmosphere that is open and positive.

  • Help students feel that they and their opinions are valued within the learning community.


Although specific actions can increase student motivation, research has consistently shown that well planned lessons that embed the most successful instructional practices can do more to counter student apathy than specific efforts to address student apathy directly (Erickson, 1978).
A key to motivating students is to create a supportive learning environment that allows students to feel free to learn. When students feel autonomous they become more interested in a subject, enjoy the experience, engage in classroom activities and ultimately perform to a higher level. Specific teacher behaviors that reflect this style of teaching include listening, giving hints and encouragement, answering student questions and showing an understanding of each student’s concerns and background (Reeve and Hyungshim, 2006).

Most students want to learn. The challenge is to hook them and maintain their interest over time. In a study conducted by E. J. Sass (1989) he was able to identify eight characteristics that influence student motivation. They are: 1) degree of the instructor’s enthusiasm, 2) relevance of the material, 3) organization of the course, 4) appropriate difficulty level of assignments, 5) active involvement of students, 6) variety of teaching methods used, 7) high degree of rapport between teacher and student, and 8) use of appropriate, concrete and understandable examples.

You make a difference. It has always been a challenge to motivate and maintain interest in classrooms. When students are clear about what is expected of them, are challenged in a supportive learning environment and are given a sense of autonomy in the learning process, they will achieve the goals you set for them.

Sources:
Tools for Teaching, Davis, Barbara Gross (1991)
“Some Ideas for Motivating Students, Harris, Robert (2010)
“Motivating Students”, Kirk, Karin from the Vanderbilt Center for Teaching
“Strategies for Motivating Students”, Bain, Ken, 2004