Student Motivation
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Here are some recurring themes about student motivation, drawn from the educational literature
Make it real
In order to foster intrinsic motivation, try to create learning activities that are based on topics that are relevant to your students lives. Strategies include using local examples, teaching with events in the news, using pop culture technology (iPods, cell phones, YouTube videos) to teach, or connecting the subject with your students culture, outside interests or social lives. ([Brozo, 2005] ; McMahon and Kelly, 1996)
Provide choices
Students can have increased motivation when they feel some sense of autonomy in the learning process, and that motivation declines when students have no voice in the class structure. Giving your students options can be as simple as letting them pick their lab partners or select from alternate assignments, or as complex as “contract teaching” wherein students can determine their own grading scale, due dates and assignments. Kurvink, 1993Reeve and Hyungshim, 2006 (Perkins 2002, GSA Abstract)
Balance the challenge
Students perform best when the level of difficulty is slightly above their current ability level. If the task is to easy, it promotes boredom and may communicate a message of low expectations or a sense that the teacher believes the student is not capable of better work. A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Scaffolding is one instructional technique where the challenge level is gradually raised as students are capable of more complex tasks. (Wang and Han) (more info) , [Margolis and McCabe, 2006] [Adams, 1998]
Seek role models
If students can identify with role models they may be more likely to see the relevance in the subject matter. For example, Weins et al (2003) found that female students were more likely to cite a positive influence with a teacher as a factor for becoming interested in science [Wiens et al, 2003] . In some cases, you can be a role model but its unlikely that you will connect on that level with everyone in the class due to differences in gender, age and social circles. However there can be many sources of role models, such as invited guest speakers, fellow students or other peers.
Use peer models
Students can learn by watching a peer succeed at a task. In this context, a peer means someone who the student identities with, not necessarily any other student. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age. [Margolis and McCabe, 2006]
Establish a sense of belonging
People have a fundamental need to feel