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Motivation
Cognitive psychologists also emphasize the internal motivation of the learner (as opposed to external stimuli) and the role of social communities in learning. Theorists such as Pintrich (1994) and Perry, Menec, and Struthers (1996) point out that motivation is affected by both student and classroom factors. Students' beliefs about whether they are in control and competent to perform a learning task as well as the nature of the tasks, the reward and goal structure, the instructional methods, and teacher expectations and behaviors can affect learning. They suggest that teachers help students use "effort" as an explanation for their learning results rather than "luck," and teachers provide variety, an appropriate level of challenge, a collaborative rather than competitive ethos, and sufficient organizational structure for learning. Wlodkowski and Ginsberg (1995) focus on student diversity in discussing motivation. They argue that students at the margins have particularly high needs for support. They suggest that teachers work hard to establish a sense of inclusion so that students feel respected and connected to one another; that they use relevance and choice to create a sense of self-determination; that they engage and challenge students to enhance meaning; and that they create a sense of competence in their students. Also focusing on instructor actions and classroom climate, McLeod (1996) distinguishes between "deep learning states" and surface learning, emphasizing that low stress learning environments that promote interpersonal interaction and create an atmosphere of caring and open reflection are more likely to foster deep learning.
Effective teachers realize that teaching is more than simply "laying out the feast of knowledge" and hoping that students will be motivated enough to partake. Teachers can have significant impact on levels of student motivation through exciting interest and encouraging learning as well as in introducing information. Instructors who excel in inspiring students argue that creating a good classroom environment for learning is fundamental to their success. James Knight, a former Ohio State faculty member, lists nine tips for improving the classroom climate:
- Make students feel important. Knight argues that instructors who value students avoid condescension, sarcasm, and impersonal behavior, and cultivate self-esteem through praising good performance and taking a personal interest in students.
- Make students feel invited. In a number of studies of student retention, the presence or absence of a close relationship with an instructor is cited as a factor which influences retention. Instructors who make students feel invited, both in class and outside of class, have a strong impact on motivation.
- Deal with needed changes from a positive point of view. Honest and frequent feedback is essential to good learning, but even very critical feedback can be offered in a constructive way. Instructors can usually find some good point to praise and can suggest specific ways in which unsatisfactory performance can be improved.
- Learn to make nonverbal cues. Good eye contact, smiles, and active listening skills such as nodding, help motivate students.
- Get to know students personally. Knight cites instructors who request that all students visit them personally outside of class to chat informally and instructors who have lunch or coffee with students as examples of those who understand that a personal acquaintance enhances the teaching-learning relationship.
- Learn to empathize. Instructors who remember some of the hardships, uncertainties, and stress of their own student days are better able to help their students who are undergoing those difficulties.
- Establish parameters. Knight feels that instructors who clearly define tasks and set high expectations for behavior and learning are better able to motivate students.
- Use student-centered instruction. Student-centered instruction involves planning learning activities that will actively engage students and will anticipate the kinds of opportunities and challenges that will be present in a specific area.
- Be enthusiastic. Most instructors find their discipline compelling, but sometimes it is hard to recapture excitement about a familiar topic. Trying to look at the familiar in a new light or to present things in fresh ways are strategies instructors use to maintain their enthusiasm. It is said that enthusiasm shows—so does its absence.
Integral to any discussion of motivation is "personalizing" the classroom. Using instructional strategies that enable some individualization of instruction or small group work helps develop personal investment and interest in learning. Similarly, direct attempts of instructors to talk about such things as their own life experiences related to the subject and their personal difficulties in mastering certain concepts create a warmer classroom climate.
As discussed earlier, Ohio State students come from a variety of backgrounds. It would be appropriate to assume that they would also have a variety of motivations for learning and widely differing levels of motivation. Even if students are willing to work hard and learn while in school or are capable of doing good work, there are external factors that may inhibit them from succeeding.
Reasons for Being in College and in Class
There is an incredibly wide range of reasons for why your students are in college and specifically why they are in your class. Keep in mind that their reasons may differ from your reasons for going to college and for having an interest in your field. Some students come to college with noble goals of self-edification and some come with practical goals of receiving knowledge, training, and experience. Some come for social reasons (prestige, partying) or for the sake of "getting a degree" because it is the next step expected of them after high school. As educators we generally hope that the latter reasons eventually turn into the former, and we should all participate in encouraging that transformation.Likewise, students enroll in specific classes for a variety of reasons, including but not limited to a deep passion for the subject, teacher reputation, a pedestrian interest in the subject matter, requirements for majors and graduation, parents' insistence, and scheduling limitations that necessitate that they take any class at that time. In addition, some students come with a strong desire to succeed and a network of family and friends who are constantly supporting and encouraging them. Others may be the first in their family to go to college, and thus are here without the sense of tradition or their family's understanding of the difficulty and of the life-changing processes of the new experience. This type of motivation and support, in particular, has a profound effect on student dedication and success.
Vying for Student Time and Attention
We are also soon made aware that we may not be perceived as the hottest ticket in town. Even if students are motivated to study and learn, there are other temptations and obligations which vie for their attention: the draw of social events, concerts, sporting events, television, the Internet, Greek life, work, recreational sports, new romances, and family matters. And then there are their other classes. Being aware of our "audience" makes us more effective teachers, not by pandering to students' wishes and likes, but by understanding how they learn, how they got here, what they need, and the wide range of obstacles hindering their success, and then addressing each of these in how we teach. previous page |
