This document discusses student motivation and provides strategies for motivating students. It begins by outlining common myths about motivation, such as the ideas that some students simply cannot be motivated or that motivation is inconsistent. The document then discusses factors that can impact motivation, such as learned helplessness and attention deficits. Key strategies for motivating students are presented, including modifying the learning environment, incorporating the six C's of creativity, community, clarity, coaching, conferencing and control, and utilizing the eight basic motivational forces and six P's of projects, people, praise, prizes, prestige and power. The overall message is that all students can be motivated through tailored approaches that meet their individual needs and learning styles.

1. Motivating Students
to Learn
Melinda Barnett
Region 5 ESC
Summer 2012

2. The Motivation Breakthrough
6 Secrets to Turning On
the Tuned-Out Child
By Richard Lavoie

3. Student Motivation:
What It Is and What It Isn’t

4. Motivation is the key to learning
Who was your favorite high school teacher?

5. Myths and Misconceptions about
Student Motivation
“Do Something. If it works, do
more of it. If it doesn’t . . . Do
something else.”
- Franklin Delano Roosevelt

6. Myth #1 – “That Danny ... NOTHING
motivates him!”
FALSE – All human behavior is motivated!
• The trick is to motivate the student to do that which you
wish him to do!
• Students who refuse to do their work or appear to half try
are usually extremely motivated. They are motivated to
avoid embarrassment, avoid failure at attempting the
task, etc.

7. Motivation Myth #2
“That kid! One day he is motivated, the next
day he is not!”
FALSE – The field of psychology recognizes motivation as
a relative constant. That is, if a child is motivated to
learn math, he is motivated to learn math all the time. If
he is NOT motivated to learn math, he is not motivated
to learn math – ALL of the time.

8. Performance Inconsistency: Children with
Learning Disorders
• They have bursts of forward movement wherein they
make observable, measurable progress for a period of
time, then through no fault of their own, they hit an
invisible wall.
• Parents and Educators view this as a motivational
problem rather than a neurological problem.
One approach – file folders individualized with the
struggling students name. Inside the folder a worksheet
with or concept the particular student struggles with. On
“good days,” give them the folder. That may be the day
he learns “i before e, except after c!”

9. Overcoming Learned Helplessness
• Members of the animal kingdom (that would include us)
can be taught to be helpless or taught that they can help
themselves.
• We all have areas of learned helplessness.
• Adults can usually avoid these areas and still function.
Children cannot avoid theirs.
• Chronic academic struggles and failures creates a
mindset of Learned Helplessness.

10. 3 Steps to Assist Children with Learned
Helplessness
1. You must come to fully understand and embrace the
nature of learned helplessness. It is credible and
treatable.
2. It is necessary to change a child’s thought processes
and adjusting his belief that failure is inevitable. You
must replace his expectation of failure with a more
positive and effective thought process.
- Make the child aware of his automatic, negative
thoughts and replace them with positive ones.
-Provide the child with concrete, measurable evidence
that contradicts and refutes his negative thoughts.

11. Step Three in Assisting Children with
Learned Helplessness
3. Ask the student what he would do if he were falsely
accused of something. (He’d probably say he would
defend himself…..) Tell him that in essence, his
negative thought patterns are accusing him falsely.
- Provide a supportive, non-threatening learning
environment
- Teach them that mistakes are inevitable, but useful.
- Utilize corrective techniques that keep the student’s
self-esteem in tact.
- Eliminate the word “wrong” from your vocabulary as
much as possible.

12. A Different Approach to LH
1.Do It For Him
2.Do It With Him
3.Watch Him Do It
4.Have Him Do It

13. Motivation Myth #3
“Give him something; that will motivate him.”
Extrinsic rewards (stickers, money, etc.) have little impact
on motivation. They will do little to improve or enhance
motivation.
It may temporarily modify behavior, but it does little to
modify motivation.

14. Motivation Myth #4
Competition: The Great Motivator … NOT!
Classes that incorporate special needs students do NOT
need to utilize competition in their teaching strategies.
As educators and parents, we must downplay competition
and emphasize the concept of “personal best.”

15. Cooperative Education, YES
Competitive Education, NO
• Cooperative classroom – active learners working busily
in small groups, sharing ideas, initiating discussions,
reinforcing one another.
• Competition is replaced by collaboration and every
student’s active participation is assured. Positive
feedback, support, praise and affirmations are
encouraged.
• All small group work does not qualify as cooperative
learning. (Teacher-directed remedial groupings are not
cooperative learning groups.)

16. Criteria for Cooperative Learning Activities
• Interdependence – students share ideas, information,
skills, materials.
• Accountability – students have assigned tasks to
complete for success of project. Tasks are tailored to
each child’s strengths, skills, and interests.
• Social Component – strategies promote positive social
interaction. Students talk, plan, discuss, share, and
praise.

17. Motivation Myth #5
Punishment is an effective motivator.
• Desensitizes kids
eventually
• Behavior changes only
while punishment is given.
• Children associate the
punishment with the
punisher, not with the offending behavior.

18. Motivating the Child With Attention Deficit
Disorder
• The ADD child is searching for stimulation. That is his
oxygen and he cannot function without it.
• Current research by the Council for Exceptional Children
indicates that nearly 10 percent of school-aged children
struggle with ADD. (failure rate 250% higher than peers)
• They are often exceedingly bright, and they are well
aware of the discrepancy between their potential and
their performance. Add to this mix the fact that they get
in trouble, continually blamed, … anger, frustration,
resentment emerge.

19. Current Research on ADD
• In the 1980s – 3 basic symptoms (hyperactivity,
distractibility, and impulsivity)
• Current research – Those three symptoms are only the
tip of the iceberg. There are numerous traits and
symptoms that affect their academic and social
performance.

20. The Key To Motivating the ADD Child
• Modify and adjust the learning environment (Spend time
and energy trying to change procedures or practices
rather than trying to change the child.)
• 3 factors influence performance and motivation: 1)
degree of interest in activity; 2) difficulty of activity; 3)
duration of the task.
• Curriculum should be stimulating and relevant to the
child’s life experiences. (Good for all students!)
• Challenge and support ADD children

21. The Motivating Classroom
Global Strategies – Incorporating the 6 C’s
1. Creativity
2. Community
3. Clarity
4. Coaching
5. Conferencing
6. Control

22. Creativity
• Inject variety and creativity into lesson planning
• Capitalize on visuals – Use drawings, pictures, charts,
graphs, etc.
• Think outside the box (enhance
curriculum with real world items
or ideas)

23. Community
• Students and parents must know we care
• Your classroom is a community with its own culture,
values, and standards of behavior
• Each child must feel valued, accepted, included, and
safe.
• Classroom culture must be inclusive – Teachers must
foster this especially for new students. Cliques and
special groups should be avoided.

24. Ways to Show You Care
• Greet students at your door, smile, make eye contact,
and call them by their preferred name.
• Attend school plays, games, activities of your students
• Be attentive and actively listen to your students when
they talk to you
• Criticize in private; praise in public!
• Circulate around the room in a natural, nonthreatening
manner, … walk and talk.
• Acknowledge student progress, accomplishments,
efforts, and birthdays
• Inquire about health after an absence

25. Clarity
• Class Rules, Procedures, Consequences must be clear
and visible
• Incorporate the Classroom Philosophy into Rules
• Don’t refer to the rules only when they are broken. Also
acknowledge the rules when they are followed.
• Give clear, concise directions and instructions. When
there are multiple steps, give one at a time, pausing and
checking for understanding before moving to the next
step.

26. Coaching
“A good coach will make his players see
what they can be rather than what they are.”
- Ara Parseghian
A Good Coach-
- wants all of his players to win.
- knows all his players.
- designs individual goals and group goals.
- uses the players’ strengths.
- Consistently works on each player’s weaknesses.

27. A Good Coach-
- Knows the opponent (ADD,
dyslexia, etc.)
- Considers existing conditions
(be sensitive to “bad” days)
- Applies and practices new skills
- Constantly evaluates and
assesses

28. Conferencing
• One-on-one student/teacher
conferences should not be reserved
for scolding or bad behavior.
• Conferencing enables the teacher to
develop meaningful relationships with
students.
• Actively listen to the student
(it’s attitude not technique)

29. Control
“The beauty of empowering others is that your own
power is not diminished.”
- Barbara Coloroso
• Students usually don’t want to snatch our power,
they just want to exercise a bit of his or her
power.

30. Control
• Allow students to make a few of their own
choices.
• Allow each student to enjoy success, realize
progress, and be recognized and celebrated
for his strengths and interests.
• Avoid power struggles.
• Always use a calm voice, be respectful, be considerate,
and be mindful of preserving dignity and integrity when
confrontations arise.

31. The Eight Forces of Motivation
The 8 Basic Motivational Forces that inspire
human beings to action and sustained effort:
1. Gregariousness 5. Aggression
2. Autonomy 6. Power
3. Status 7. Recognition
4. Inquisitiveness 8. Affiliation

32. Gregariousness: The Need To Belong
• Happiest with crowds
• Has many, many friends and enjoys these relationships
• Prefers committees to work instead of solitary projects
• Both a joiner and a leader
• Puts much effort in establishing and maintaining his
relationships
• Can be positive (popular, friendly) or negative (gang
member, hostile leader in classroom, challenging
authority)
YOUR SCORE?

33. Autonomy: The Need for
Independence
• Relishes opportunities to work independently on projects
• Dislikes committee work
• Inspired by solitary projects where results depend upon
his performance
• Decision-makers
• Highly committed to making those decisions work well
• Chooses to run things themselves
• These type of students will take over group work if it isn’t
done to their level of achievement.

34. Status: The Need To Be Important
• This individual’s self-esteem is tied to the opinions of
others
• Greatly concerned with viewpoints others hold regarding
this person’s performance and progress
• Eager to please others
• Can be extremely sensitive to criticism
• Is greatly concerned about disappointing or upsetting
other people

35. Inquisitiveness: The Need To
Know
• Has a need to learn and know
• Extremely curious, hungry for new information
• Not limited to one or two areas of expertise, rather
enjoys learning about nearly any topic
• Wants and values information
• Feels uncomfortable if they believe information is being
withheld
• Interested in gaining social, personal, and professional
information about others in their environment
• These students want to know the how and why of
everything, including rules, procedures, etc.

36. Aggression: The Need to Assert
• Can be positive (leadership positions, assertive
personality) or negative (bully, intimidator)
• Confrontational
• Stands up for personal injustices or unfairness
• Interested in expanding their sphere of influence
• They want their feelings and opinions to be recognized
and responded to

37. Power: The Need for Control
• Greatly concerned with control and influence
• This person could have very strong or very weak self-
esteem (need for power may be rooted in feelings of
confidence and superiority or it may be rooted in feeling
of helplessness and inferiority)
• Relish responsibility and authority
• Enjoys autonomy, dislikes being micromanaged
• Students often times want the last word and are
argumentative.

38. Recognition: The Need for
Acknowledgment
• Highly motivated by their achievement recognition
• Not necessarily braggarts, just driven to be recognized
by their accomplishments
• Will work hard for the goal
• Are not always competitive, quite often it is an intrinsic
drive that motivates them to achieve

39. Affiliation: The Need to Associate and
Belong
• Strong need to be connected with others and with
organizations, movements, and institutions
• Great strength is gathered from these associations
• They identify and feel a sense of belonging with the
group, organization, etc.
• Children who are driven by affiliation often seek the
approval of and association with teachers.
• School logos, official sports clothing, social clubs, etc.
are important to the person driven by affiliation.

40. How to Motivate All Students
• Utilize a wide variety of approaches, strategies, and
techniques
• Try to determine the child’s unique motivational type and
tailor instructional lessons or activities toward that
• Incorporate the Six P’s: Projects, People, Praise, Prizes,
Prestige, and Power

41. The Six P’s – Motivational Teaching
Strategies
Projects – motivate the autonomous or inquisitive child
People – motivate the gregarious or affiliation-driven child
Praise – motivates the status-driven or recognition-driven
or affiliation-driven child
Prizes – motivates the status-driven or recognition-driven
or affiliation-driven or power-driven child
Prestige – motivates the autonomous or status-driven or
aggressive or power-driven child
Power – motivates the power-driven or autonomous or
aggressive-driven child

42. Remember…
If the child cannot learn
the way that we teach, we
must teach the way that
he learns.
-Richard Lavoie
Melinda Barnett
TCP Director, Region 5
melinda@esc5.net