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7. Motivating Students 2

7.1 Review

• To motivate students, the teacher may consider some general strategies, instructional behavior, other general principles, and motivation factors & strategies by TIME.

• There are four more points for the teacher to consider to motivate his/her students:
 structuring the course to motivate students
 de-emphasizing grades
 motivating students by responding to their work
 motivating students to do the reading


7.1 Structuring the Course to Motivate Students

The course can be structured to motivate students by using the following four methods:

1. Work from students’ strengths and interests

◦ The instructor may ask the student about the reason why they are enrolled in the course and their expectations, then s/he may try to relate the course content to the student’s interests and experiences.

◦ The instructor may also try to explain how the content and the objectives of the course will help students to achieve their educational goals.

(As noted in Brock, 1976; Cashin, 1979; Lucas, 1990)



2. When possible, let students have some say in choosing what they will be studied

◦ The instructor can have the students decide between two locations for the field trip, or have them select which topics to explore in greater depth.

◦ Also the instructor may, if possible, include optional or alternative units in the course.

(As noted in Ames and Ames, 1990; Cashin, 1979; Forsyth and McMillan, 1991; Lowman, 1984)



3. Increase the difficulty of the material as the semester progresses

◦ The instructor may give all the students the opportunity to succeed at the beginning of the semester by making assignments and exams easy.

◦ Once the students feel they can succeed, the instructor can gradually increase the difficulty level by mixing between easier and harder questions in the exams to make the exam more challenging.

(As noted in Cashin, 1979)


4. Vary your teaching methods

◦ Breaking the routine by incorporating a variety of teaching activities reawakens students’ involvement and motivation.

◦ Among the teaching methods are role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, small group work.

(As noted in Forsyth and McMillan, 1991)


7.2 De-emphasizing Grades

The teacher may de-emphasize grades by three methods:

1. To emphasize mastery and learning rather than grades

◦ ‘Researches recommend de-emphasizing grading by eliminating complex systems of credit points’

◦ ‘They also advise against trying to use grades to control nonacademic behavior’

◦ Instead, teachers may ‘assign ungraded written work, stress the personal satisfaction of doing assignments, and help students measure their progress’


2. To design tests that encourage the kind of learning you want students to achieve

◦ Students usually focus on whatever is necessary for them to get grades.

◦ The teacher may base the test on the skill s/he wants the students to learn:
 if the test is base on memorizing details, students will focus on memorizing facts.
 if the test is based on synthesis and evaluation of information, students will be motivated to practice those skills when they study.

(As pointed out by McKeachie, 1986)

3. To avoid using grades as threats

◦ Despite that the threat of low grades may motivate some students, other students ‘resort to academic dishonesty, excuses for late work, and other counterproductive behavior.’ (As pointed out by McKeachie, 1986)


7.3 Motivating Students by Responding to Their Work

The teacher can motivate his/her students by responding to their work through the following six methods:

1. To give students feedback as quickly as possible

◦ The teacher may return tests and reward success immediately and publicly.

◦ The reward can simply be by saying that a student’s work was good, explaining why it was good, and mentioning the names of contributors.

◦ The teacher may also give the students some indication of ‘how well they have done and how to improve’


2. To reward success

◦ Both positive and negative feedback influence motivation,

◦ But positive feedback is more effective as it builds the student’s self-esteem and self-confidence.

◦ If a student’s performance is weak, the teacher may inform him/her that s/he can improve and succeed over time. (Cashin, 1979; Lucas, 1990)


3. To introduce students to the good work done by their peers

◦ The teacher may let the whole class share the ideas, knowledge, and accomplishments of individual students.

◦ Suggested ways to share peers are as follows:

 ‘Pass out a list of research topics chosen by students so they will know whether others are writing papers of interests to them.
 Make available copies of the best papers and essay exams
 Provide class time for students to read papers or assignments submitted by classmates.
 Have students write a brief critique of a classmate’s paper.
 Schedule a brief talk by a student who has experience or who is doing a research paper on a topic relevant to your lecture’


4. To be specific when giving negative feedback

◦ Because negative feedback can lead to a negative atmosphere, the negative feedback should be too specific related to a particular task or performance, not to the student as a person.



5. To avoid demeaning comments

◦ Teacher’s comments and remarks about students should be phrased carefully in such a way that does not prick their feelings of inadequacy.



6. To avoid giving in to the students’ pleas for “the answer” to homework problems

◦ The teacher should not give the students any hints about the answer. They should have the chance to think and to develop greater patience.

The teacher may use a more productive approach as follows
(adapted from Fiore, 1985)

 Ask the students for one possible approach to the problem
 Gently brush aside students’ anxiety about not getting the answer by refocusing their attention on the problem at hand.
 Ask the students to build on what they do know about the problem
 Resist answering the question “is this right?”
 Praise the students for small, independent steps



7.4 Motivating Students to Do the Reading

The teacher can motivate his/her students to do the reading using eight ways:

1. Assigning the reading at least two sessions before it will be discussed

The student may be given ample time to prepare and read (Lowman, 1984)

2. Assigning study questions

The teacher may hand out study questions that students to the key points of the reading assignment.

3. Having the students turn in brief notes on the day’s reading that they can use during exams if the class is small

The teacher can encourage submitting notes about what they have read in the beginning of each class.

4. Asking students to write a one-word journal or one-word sentence

It is useful, as noted by Angelo (1991), to ask the students to choose a single word that best summarizes the reading. Or, as reported by Ericson and Strommer (1991), student may be asked to write one complex sentence in answer to a question the teacher poses about the readings.

5. Asking nonthreatening questions about the reading

The teacher may pose questions that do not cause tension or feeling of resistance:

 “Can you give me one or two items from the chapter that seem important?”
 “What section of the reading do you think we should review?”
 “What item in the reading surprised you?”
 “What topics in the chapter can you apply to your own experience?”


6. Using class time as a reading period

If the teacher finds that only few students have completed the reading assignment, s/he may ask to read the material in class silently or loudly and to discuss the key points.





7. Preparing an exam question on undiscussed reading

Whenever the teacher finds that the class didn’t do the reading assignment, s/he may force the students to read the material on their own in which they will expect a question in the following exam on the undiscussed part.



8. Giving a written assignment to those students who have not done the reading

The teacher may ask the students who haven't read the material to hand in a written assignment and to be dismissed whereas those who have done the reading may stay and participate in the class discussion.


7.5 Summary

• The course can be structured in a way that motivates students by using four methods: to work from students’ strengths and interests, to let students choose what they will be studied, to increase the difficulty of the material as the semester progresses, and to vary your teaching methods
• The teacher may de-emphasize grades by three methods: to emphasize mastery and learning rather than grades, to design tests that encourage the kind of learning you want students to achieve, and to avoid using grades as threats
• The teacher can motivate students by responding to their work through six methods: s/he may give students feedback as quickly as possible, reward success, introduce students to the good work done by their peers, be specific when giving negative feedback, avoid demeaning comments, avoid giving in to the students’ pleas for “the answer” to homework problems.
• The teacher can motivate his/her students to do the reading using eight ways: assigning the reading at least two sessions before it will be discussed, assigning study questions, having the students turn in brief notes on the day’s reading that they can use during exams if the class is small, asking students to write a one-word journal or one-word sentence, asking nonthreatening questions about the reading, using class time a reading period, preparing an exam question on undiscussed reading, giving a written assignment to those students who have not done the reading




Reading for this lecture:

PP. 51-5