A booklet prepared by
The Center for Teaching and Learning Western Kentucky University
Spring 1996
"It's not what you have that motivates you. It's what you don't have."
--unknown
Table of Contents
(This electronic version of the booklet does not contain all articles that
were published in the printed copy. Permission to use certain materials
were granted only for the printed copy version. Please contact the CTL
( 502-745-6508) if you wish to receive a copy containing all the articles.)
Articles in electronic version:
Additional Articles in the printed copy version:
Helping Teachers Manage Personal Attitudes Regarding Unmotivated Students
Positive Methods for Dealing with Lack of Motiviation
6 Ways to Deal with "Resistors" and Difficult "Know-it-alls"
A Few Suggestions to Keep Your Own Motivations High
Comments from the Director
In our spring 1995 survey of faculty, one of the most frequently requested
topics was how to motivate students. In this booklet, we've brought together
ideas from a variety of sources. I hope that you find some of them worthwhile
or, at a minimum, that they stimulate your thoughts. I hope you'll share
those thought and ideas with us so that we can then share them with your
colleagues in a follow-up booklet. --Sally Kuhlenschmidt, Director, CTL
WKU Faculty Comments
Give positive, encouraging responses to student's ideas and classwork. Listen,
listen, listen -- build self-esteem. Relate information to student's concerns
and interests. Consider humor.
anonymous
Being spontaneous is very effective. Never present material in memorized
form and always take care to look at them [students] and act interested in
your material and in them. All of this assumes complete mastery of the material
by the teacher.
Laura Harper Lee
Both group and individual projects that are completed and presented in class
are excellent motivators.
Martha Jenkins
In two courses I teach I give a prize to the students with the highest final
average in the course. This motivates mostly the upper one-third of the class
who seem to think they have a shot at it. In every course I teach, I offer
optional extra credit for special ad hoc experiences such as relevant speakers
at community and regional events (programs, tours, etc.) Students on the borderline,
those with dangerously low grades, and high achievers tend to be those opting
to write a one page summary and a one page analysis and application submitted
within one week of the event.
Joyce Rasdall
There are several points that I'd like to see teachers consider in order
to motivate students. First, realize that every time students raise their
hands they take a risk. . . When you risk and teachers fail to acknowledge
it, you destroy trust. When you don't have trust, you are not motivated to
risk again. Second, learning is risky business. We all know dogs bark at what
they can't see. Third, ask yourself, "Would I want to do this, not do I need
to know this?"
Kathy Eddleman
If something isn't working to increase motivation, try something different.
For example, if the energy is low and talking louder is not working, have
them stand and stretch. The ears can only hear what the rear can endure.
Anonymous
The problem for instructors is not a lack of motivation in students. Human
beings are either motivated or dead. The problem for teachers is the direction
of the motivation. Some students are motivated toward activities other than
the instructor's goals. To redirect student energy and attention to educational
ends it is necessary to, in some way, connect your educational tasks to those
other interests and goals of the student. (I am assuming the student is not
in crisis and thus fully absorbed by other concerns.) Find out what is important
to the students in each class (via a first day activity?) and construct your
examples around those motivators. Build assignments that let students use
your information to improve/understand their own lives.
Sally Kuhlenschmidt
There are any number of strategies for fostering student interest in class,
for improving exam performance, for encouraging participation in discussions,
and so on. But the only "secret to creating eager learners" that I've known
is to model an enthusiasm for knowledge and understanding as ends unto themselves.
The other strategies, it seems to me, promote an eagerness to get a good grade,
or to get into a lucrative career, or what-have-you. An eagerness to truly
learn is extremely difficult to "create" in another person, but it's what
we should be striving for if we believe in the true mission of a university.
Steve Boilard
Student driven curriculum has gotten a bad name, but catering to student
interest is still a wonderful motivator for student learning.
Kathi Matthew
College Students = Adult Learners = 4 Levels
College students are adult learners. As such they have specific needs in
the classroom. Adult students can be described as falling into 4 levels.
At the first level the student is unaware of their lack of knowledge, is unable
to perform the designated tasks, and finds everything difficult. A significant
instructional goal is to build awareness. This student needs more structure,
more demonstrations, and more repetition. The instructor is a trainer and
in charge of the process of learning. Visuals can be very important in communicating
information-- charts, transparencies, or videos for example. These learners
benefit from lots of stories, examples, analogies, metaphors, statistics,
quotes, and questions (SEAMSQQ) and also personal feedback.
The second level of adult learning is when the individual knows they do not
know but is still not able to use the knowledge. The instructional goal is
to build ability. The instructor becomes a coach who provides direction and
may allow small errors as instructional aids. The instructor uses all of the
SEAMSQQ techniques, particularly using Socratic style questioning to help
the learner explore the tasks. Demonstrations are also helpful. Feedback on
their own performance is important at this stage of learning.
The third level of adult learning is the student who is aware that they have
learned but needs practice. The instructor's goal is to build independence.
Level 3 instructors are facilitators in the process. If they are rarely needed
then they have laid a good foundation. The instructor asks rather than tells
and relies on experiential exercises. Natural consequences to actions are
allowed to occur (assuming there is no danger).
Finally, at the fourth level of adult learning, the learner is competent and
managing their own performance. They may, however, be unaware of their skills
and take for granted the ability to do multiple tasks simultaneously. This
learner needs a consultant who will generate options and provide a low level
of direction. They expect the consultant to give direct answers to their questions.
With this "student" the "instructor" is building growth and may serve primarily
a motivational purpose.
Note that a particular student may be functioning at different levels for
different aspects of the content. A student may be an expert at notetaking
while generating questions and grasping basic definitions but simultaneously
a novice at using the machine to which the definitions apply.
Different teaching tools lend themselves to different levels of learners.
Learners at the first level often especially appreciate and need lectures.
Other learners may also benefit from lectures. Case studies and role-plays
are helpful for those past the novice level. The highest level of learner
may benefit most from a panel discussion or outside expert.
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