(NOTE: You might also be interested in my book, Helping Students Motivate Themselves: Practical Answers To Classroom Challenges.)
And check out its sequel, Self-Driven Learning.
Q & A Collections: Student Motivation brings all my Ed Week posts on student motivation together in one place.
I’ve put the word “motivating” in quotation marks for this post because I hate the word. Here’s how I put it in a previous post:
Anytime I hear or read about “motivating students,” I cringe a bit.
An organizing truism (one that I learned during my twenty-year community organizing career) is that you might be able to bribe, cajole, badger, or threaten somebody to do something over the short-term (I’ve certainly done my of that, and I’ve written about the negative results). But I don’t think you can really “motivate” anybody to do anything beyond a very, very, very short timeline, after which the initial enthusiasm quickly dissipates.
However, you can help another person find what will motivate themselves.
The posts in this “The Best…” list more of my thinking around this perspective.
You might also want to check-out articles I’ve written on this topic for other publications (some have similar titles, but different content):
The Washington Post: Bribing students: Another ‘magical solution’ that doesn’t work.
The New York Times: Helping Students Motivate Themselves
Education Week: Helping Students Motivate Themselves
Education Week: Several Ways To ‘Motivate’ the Unmotivated To Learn
Washington Post: Helping students motivate themselves
You might also be interested in The Best Resources For Showing Students Why They Should Continue Their Academic Career and My Best Posts On Students Setting Goals.
In addition, check-out The Best Resources For Showing Students That They Make Their Brain Stronger By Learning.
Here are My Best Posts On “Motivating” Students:
Now This Is The Way To Make Academic Talks Accessible — Great Examples Of Graphic Note-Taking (this post contains a link to a graphic representation of Daniel Pink’s book, “Drive.”)
Does being reminded of money make you an uncooperative jerk or an independent thinker? is a blog post by Daniel Pink on some a new study. Even though it’s not my post, I’m adding it here because it’s probably the best place for it.
CEOs and the Candle Problem is a new article describing an old experiment about motivation and the ineffectiveness of incentives.
Classroom Leadership: Rewards Are Like Crack is by John T. Spencer.
Starting the Conversation on Rethinking Awards Ceremonies is by Chris Wejr.
I’ve previously posted about The Progress Principle, a book by Professor Teresa Amabile. Here’s a short video interview with her:
Dan Pink was interviewed on CBS, and it really gets at some key elements of motivation and goal-setting. There’s nothing new there for people familiar with his work, but it’s a great piece to show to colleagues and to students. I’ve embedded it below, though am not sure if it will show-up in an RSS Reader:
How Did I Not Know About This National Academy Of Sciences Report On Student Motivation?
Need More Evidence About The Dangers Of Extrinsic Rewards? Here It Is From The Harvard Business Review
Infographic: “How to Motivate Employees” (& Maybe It Says Something About The Classroom, Too)
This video demonstrates both the disadvantages of extrinsic motivation and the importance of helping our students develop creativity:
The Unengageables is a must-read post by Dan Meyer. It’s specifically talking about math, but much of what he says (and links to) related to motivation issues across all classes.
How Incentives Demoralize Us is by Barry Schwartz.
Nine Things Successful People Do Differently is by Heidi Grant Halvorson and appeared in the Harvard Business Review. What makes it particularly useful in class is an online assessment people can take on it — The 9 Things Diagnostic.
Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning is the very long title of a very useful page on motivation research.
14 Videos for Starting Dialogue on Rethinking Rewards, Awards is a must-see post from Chri Wejr.
Sandy Millin has a good post titled Motivation Stations (including student hand-outs) that is specifically geared to motivation for learning a second language.
When 3+1 is more than 4 is Harvard report on a new study that reinforces previous research findings that rewards only “work” if they are unexpected gifts.
Finding Drive is an article in Language Magazine about motivation in learning a second (or third) language.
Motivation Revisited is by David Deubelbeiss.
What does neuroscience research say about motivation and the brain? is by Judy Willis.
PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know includes some very useful information, including this:
— OECD Education (@OECD_Edu) January 13, 2014
How to Harness Your Brain’s Dopamine Supply and Increase Motivation is from LifeHacker.
The Power Of Interest is by Annie Murphy Paul.
How to “Bake” Intrinsic Motivation: A Holiday Recipe for Your Classroom or School is from Sam Chaltain and Kim Farris-Berg.
Q-and-A with author Dan Pink: Using motivational questioning and more in the classroom is at Smart Blog on Education.
Three Things That Actually Motivate Employees is from the Harvard Business Review.
When Classroom Culture Conflicts With EdTech appeared in Larry Cuban’s blog. I particularly like the first half, which provides an insightful critique of the tech tool, ClassDojo.
Language learning: what motivates us? is a very interesting article in The Guardian.
Why Incentives Don’t Actually Motivate People To Do Better Work is from Business Insider.
How To Motivate People – 4 Steps Backed By Science is from Barking Up The Wrong Tree.
Classes of Donkeys is by David Truss, and offers some thoughtful commentary on the popular Class Dojo behavior management tech tool.
On Using And Not Using ClassDojo*: Ideological Differences? is by Larry Cuban. Motivating is from ELT Reflections, and is also on Class Dojo.
Feedback is welcome.
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You might also want to explore the 450 other “The Best…” lists I’ve compiled.