Increasing Student Motivation

Aleesha PaddlefordSeattle Pacific University

Fall 2009

How Do People Learn Motivation• Self-efficacy (Pressley, 2007, pg. 262)

– Past performance & support• Student – Teacher relationship

– Classroom environment• Scaffolding• Culture/ethnicity

– Current Issue: GRADUATION RATES (Greene, 2006)

• White 78%• Asian 72%• African-American 55%• Hispanic Students 53%

How People Learn cont.• Culture

– Theory: Minority students lack motivation because they are new to success.

• EVIDENCE: Title VI of the Civil Rights Act 1964– No person in the United States shall, on the ground of

race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.

• Elementary to Middle School Transition– “Compared to elementary-school, middle school

or junior high school life involves more hassles, less social support, and less extracurricular involvement, which can translate into decreased academic self-efficacy, less preparing for school and lower grades” (Pressley, 2007, pg. 264).

– Increase in Competition (Ability vs. Effort)

Teacher’s Role • More than Teacher

– Mentor, Role Model, Support System, Friend

• Know Students– Academically and on a personal level

• Student Input• Communication

– Student, parent, principal

• Setting Class Environment– Lessons, diversity, discipline

Learning Environments• Basic Design for Increased Motivation

(Becker, 2004)

– Know your students– Set goals

• Individual & Class• Accountability

– Organized Curriculum/Scaffolding– Positive feedback

• Avoid external rewards

– Student Involvement• Student led activities

– Respect

Conclusion• No Definite Answer… Just methods• TOP THREE:

– Know & Support your students– Relevance of lesson (give examples…and

often)– Student Involvement (Value student input)

“If you wish success in life, make perseverance your bosom friend, experience your wise counselor, caution your elder brother, and hope your guardian genius.”

Jospeph Addison

References• Becker, L., & Schneider, K.N. (2004). Motivating students: 8

simple rules for teachers. Retrieved from http://honolulu.hawaii.edu/intranet/committees/

FacDevCom/guidebk/teachtip/motiv8rules.htm• Fields, G. (2008, October 21). The high school dropout's

economic ripple effect. The Wall Street Journal. Retrieved from http://online.wsj.com/article/SB122455013168452477.html

• Greene, J.P., & Winters, M.A. (2006). Leaving boys behind: Public high school graduation rates. Civic Report, 48. Retrieved from

http://www.manhattaninstitute.org/html/cr_48.htm• Luce, R.W. (1990). Motivating the unmotivated. Innovation

Abstracts, 12(8). Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/

guidebk/teachtip/unmotiva.htm• Pressley, M., & McCormick, C.B. (2007). Child adolescent

development for educators. New York, NY: The Guilford Press.

• Title VI of the Civil Rights Act (1964). Federally assisted programs (42 U.S.C. §

2000d). Washington, DC: U.S. Government Printing Office.