Teachers should always keep student interest at the forefront of their planning if they wish to cultivate a classroom of intrinsically motivated learners. If a child isn’t interested in the story being read by the entire class, he’ll miss out on the very important reading skills learned during the classroom reading. However, if all students are given books that interest them, and are asked to focus on a specific skill, they will be intrinsically motivated to utilize the skills necessary to complete the reading. Best of all, since students will be engaged in what they’re reading, they’ll begin to use the skills without even noticing they are learning. Simply put, they will learn the skills because they want to, not because “the teacher said we have to.”
No matter how dry a topic may seem, a great teacher will be able to “dress it up,” presenting it through exciting media that gets the attention of all students. There is an infinite number of ways technology, such as an electronic white board or computer, can be used to engage students in any lesson in any subject. Again, they won’t even realize how much they are learning, simply because they are caught up in the moment of intrinsic enjoyment. Students also learn well when playing games that require specific skills in order to complete tasks. For example, a second grade student will learn the concept of fractions with ease while playing a game in which the first player to get “one whole” wins. Students should also be given time to experiment with educational materials in a less-structured environment in which they are free to explore possibilities that aren’t present on a simple worksheet. In terms of intrinsic motivation, the importance of play cannot be overstated.
Too many students rely on the grade they get to inform them of how they performed on a test or a task. Teachers can alleviate this misconception by giving students specific feedback on their performance. For example, instead of telling a student she “did a great job” on her last writing assignment, tell her exactly what you liked, such as her choice of words, her organization, or the information she presented. It’s also important to discuss areas the student can improve in, so that he can focus on those skills in subsequent assignments. Teachers should follow up any constructive criticism with more specific praise for the student’s work, so the student comes away with the idea that his work had many positive points, but there is still room for growth. The positive praise he’s received will stay with him much longer than any small token he receives for a job well done.
Along with giving specific feedback to students, teachers should also work with students to document their growth throughout the school year. Doing so works best when examining concrete growth, such as reading rate or number of math facts known. Not only will students be amazed at their own growth over a few short months, but they will also notice that the growth was gradual, not a simple flip of a switch. Furthermore, students will be able to visualize future growth, and will understand that continuous hard work and perseverance will lead them to bigger and better accomplishments. By noticing this, they will also realize that there is no “goal” in learning other than to keep learning!