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According to some experts, teachers cannot motivate students but only influence them (Wlodkowski,14), and a student is responsible for his own learning. What causes a student to be motivated? How does a teacher influence a student? This paper considers the student needs which, when fulfilled, result in motivation and the strategies which a teacher can use to affect his students.
It is what is going on inside a student which causes behavior or which motivates rather than outside influences (Glasser, 20). The inner needs of students lead them to do what is most satisfying. For example, a hungry student thinks of food, a lonely student desires a friend, and a rejected student seeks attention. Once a teacher is aware of student needs, he can see what he can do in class that will fulfill a need when a student does the work.
Reflecting the different needs of students are the differences in student learning styles and in attitudes toward learning. Therefore, a teacher who uses a variety of instructional methods may most successfully meet differing needs among students. Some strategies I might use to stimulate interest are student involvement in lesson presentation, cooperative learning, use of audio/visual aids, or even the surprise of a guest speaker. In addition, different learning styles may require other factors such as environment, time of day, interest, attention span, and sense of responsibility in considering conditions under which a student learns best.
Attitudes toward learning reveal a student's need to be influenced by the teacher. A student with a negative attitude requires a teacher's attention and concern. In my classroom, I would try to provide a Christian environment and as a teacher be a Christian example. Praise, positive comments on tests, and suggestions for improvements on homework are ways to affect a student who has had bad learning experiences.
Other strategies which I personally would use in the classroom to influence a student and to attract his interest include thorough teacher preparation and knowledge of the material, an enthusiastic teacher's attitude toward the subject matter, and the use of targeted homework. I believe, there is no substitute for a well-prepared teacher and that a successful learning experience requires careful planning as well as teacher proficiency in the subject matter. Homework has been proven to contribute to learning when assignments meet student needs and abilities. It serves to influence and ultimately to motivate students when the teacher allows sufficient time for the completion of homework, when the teacher returns it as quickly as possible, and when he shows the students that homework deserves serious attention.
In summary, I feel that a student is best motivated when his needs are met and caring teachers strive to influence his learning experience by providing a proper environment, appropriate subject material which is well-prepared, varied instructional approaches, and homework which corresponds with the students' abilities.
Bibliography
Glasser, William. Control Theory in the Classroom. New York: Harper and Row,
Publishers, 1986.
Grossnickle, Don R. and William Thiel. Promoting Effective Student Motivation in
School and Classroom. Reston, Va.: National Association of Secondary School
Principals, 1998.
Heinz-Peterson, Debra. "Characteristics of a Motivating Teacher," The Lutheran
Educator, February 1993, 85-88.
Heinz-Peterson, Debra. "Motivating Students for Learning," The Lutheran Educator,
May 1993, 5-7.
Heltzmann, William. "Targeted Homework Motivates Kids," The Education Digest,
September 1998, 52-53.
Sims, Pamela, M.Ed. Awakening Brilliance. Atlanta: Bayhampton Publications,
1987.
White, Ann T. "Keys to the Might of Motivation," The Education Digest, March
1997, 62-64.
Wlodkowski, Raymond J. Motivation and Teaching: A Practical Guide. Washing
ton D.C.: National Education Association, 1986.
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