7. Motivation & Rewards

This chapter focuses on temporary motivation difficulties, the role of rewards, and developing the ability to self-motivate. "Students who make it to school each day have demonstrated a certain amount of motivation. After all, they've made it to class while the truly unmotivated students are still in bed or anyplace else but school."

Most likely, the missing students are only temporarily unmotivated. This happens for three reasons:

1. Associations from the past. This can put them in a positive or negative state of mind. A teacher's tone, voice, or gestures may all trigger this reaction.
2. Environmental. A student doesn't like the learning style, lack of choice, cultural issues, poor nutrition, poor lighting, bad seating, wrong temperature, fear of failure, and more.
   
3. Feelings about the Future. If hey have clear, well-defined goals they'll do well. A lack of this may result in fear, anxiety, or anger.

Each of these states can be addressed to increase their desire to come to school.


DISCUSSION QUESTION: We are already preoccupied with teaching, does it seem fair or realistic to expect us to provide an optimal environment? Why or why not?

Rewards

The simple suggestion seems to be to offer rewards. However, this is not something that will work on a long-term basis. We need to provide tasks where the completion of them is the reward, rather than something external and ephemeral.

The brain will provide rewards based on what it perceives to be valuable. Think about it: we feel better if we laugh. We feel good if we've put in an effort that is positively recognized. This is what we need to tap into with our students. Also, external rewards won't work for each student. A video game might get me excited, but do nothing for someone else.

If you promise an external reward ahead of time, then the task becomes about getting that reward. However, if something comes after all the effort has been put in and is not expected, it's a celebration.


Intrinsic Motivation

We need to develop students who wish to succeed for their own reasons. We do this by allowing them to take risks, finding their own reasons for being motivated, allowing them to set their own goals, and positively influencing decisions that lead to good outcomes. We can also work to "manage student emotions" through developing their goals and celebrating success. Lastly, giving feedback is one of the greatest sources of intrinsic motivation.

Temporary demotivation is "common and should ordinarily not be considered a crisis." Some strategies could include

• better staff training
• learning styles
• state management
• peer help
• computers
• elminination of negative behaviours or sarcasm

What other areas should we be more aware of that may cause a lack of motivation?