STUDENT

MOTIVATION
BETH DUELLMAN
EDU W 69 4 CL ASSROO M EN V IRON MEN T

Be Awes
ome!

W H AT I S
M O T I VAT I O N A N D
WHY DO WE NEED
IT?
It is the driving force in
leading us to do something.
Motivation can be positive
or negative.
Without motivation, nothing
would happen because
there would be no drive to
complete the activity.
When are you easily
motivated?
When is it difficult to
motivate you?

TYPES OF MOTIVATION
E X T R I N S I C MO T I VAT I O N

Externally reinforced

Do it for others, rewards, or to avoid punishment

Examples: Token Economy, School Store

I N T R I N SI C MO T I VAT I O N

Internally reinforced

Do it for yourself, for fun, or to learn and grow

Examples: Restitution, Responsive Classroom

LEARNED HELPLESSNESS
W H AT A R E T H E S Y MP T O M S ?

not following requests

not caring what happens

no action

belief that there is no control of the environment

no motivation

giving up before starting

passive

H O W C A N I AVO I D T HI S ?

giving students control in the learning environment

positive emotional states

being optimistic

student ownership

encourage risk taking

supportive peer feedback

intrinsic motivation

WHAT DOES THE

RESEACH SAY
O N M O T I VAT I O N A N D R E WA R D S ?

INTRINSIC MOTIVATION
Jensen (2008) explained, "The intrinsic source for learning motivation is ideal
for many reasons, the most obvious of which is that even without the artificial
controls of a classroom environment, students will continue to achieve" (p.
118).
Humans were designed for learning. Creativity is linked to intrinsic motivation.
Under the right conditions, students will be motivated. Avoid creating
conditions that cause learned helplessness.

Some of the ways you will

weaken intrinsic motivation
are:
control and manipulation
unfairness or bias
repetitive, rote learning
boring presentations
reward systems of any kind
irrelevant content. (Jensen,
2008, p. 119)

W H AT ' S T H E
PROBLEM WITH
R E WA R D S ?

lowers the quality of work

interferes with the real reason for

learning

reduces responsiveness to the

environment

increase reliance on external

systems

reduces motivation long term

rewards change in the moment

behavior and not the person

rewards increase performance

anxiety because students know
the reward carries an implied
success or failure (Jensen, 2008,
p. 120-126)

WHAT ARE THE ALTERNATIVES TO REWARDS?

I N T R I N S I C M O T I V AT I O N H A S L O N G T E R M B E N E F I T S F O R S T U D E N T S T O B E C O M E L I F E L O N G L E A R N E R S .
J E N S E N ( 2 0 0 8 ) E X P L A I N S H O W T O P R O M O T E I N T R I N S I C M O T I V AT I O N I N T H E C L A S S R O O M . . .

Set goals with students to

empower their learning.

Provide students with more control.

Utilize students' learning styles when planning lessons.

Incorporate multiple intelligences.

Make learning meaningful and

engaging.

Provide acknowledgements, positive social bonding,

celebrations, and a safe learning environment. (p. 122130)

Support curiosity, share success

stories, and model the joy of
learning.
Increase feedback making it
specific and relevant.

REWARDS SEEM
TO WORK.
" T H E R E S E A R C H S AY S T H AT
L E A R N E R S W H O H AV E B E E N O N A
REWAR D SYSTEM WILL BECO ME
CONDITIONED TO PREFER IT OVER
FREE CHOICE...EVEN THOUGH THEY
ARE COUNTERPRODUCTIVE TO THEIR
L E A R N I N G " ( J E N S E N , 2 0 0 8 , P. 1 2 7 ) .

HOW CAN I HELP MY STUDENTS

BUILD INTRINSIC MOTIVATION?
R E S I T UT I O N

discipline through student improvement

correct mistakes and return to the group strengthened

based on the 5 needs

promotes intrinsic motivation

self reflection

role of the teach is as a monitor and manager

R E S P O NS I V E C L A SS R O O M

social-emotional development through a positive

classroom comunity

interactive modeling
our hopes and dreams

positive teacher language

guided discovery

academic choice

RESTITUTION
Social Contract
My Job, Your Job
5 needs: Fun, Freedom,
Belonging, Power, and
Survival
Belief Statements
How to Make it Better
Fix It Plans
Self-Restitution
Teacher Talk - It's OK to make
a mistake.

RESPONSIVE
C L A SS R O O M
Morning Meeting
Rule Creation
Interactive Modeling
Positive Teacher Language
Logical Consequences
Guided Discovery
Academic Choice
Hopes and Dreams

POSITIVE
B E H AV I O R A L
INTERVENTIONS &
S U PP O RT S ( PB I S )
Create schoolwide and
classroom behavior matrix
Positively stated behaviors
A framework for organizing
evidence-based behavioral
interventions
Continuous monitoring of
student data
Schoolwide
acknowledgements and
celebrations (all school
assemblies, dress up days,
schoolwide bingo, Dolphin
Splash)

REFERENCES
Jensen, E., & Jensen, E. (2008). Brain-based learning: The new paradigm of teaching.
Thousand Oaks, CA.:
Corwin Press.
Positive Behavioral Interventions & Supports - OSEP. (n.d.). Retrieved February 02, 2016,
from
https://www.pbis.org/
RealRestitution.Com. (n.d.). Retrieved February 02, 2016, from
http://www.realrestitution.com/
Responsive Classroom - Partnering with schools to ensure a high-quality education for
every child, every day.