The University of Toledo

Tips for Motivating Your Students

Create an Inclusive Class Environment

Provide opportunities for multicultural sharing to develop feelings of connectedness. Alternate between randomly-assigned groups and self-selected groups. (Wlodkowski & Ginsberg, 1995)

Communicate responsiveness to different student cultural backgrounds. Ask students to talk or write about their experiences and respond in ways that show that you paid attention to what they said. (Wlodkowski, 1999)

Establish norms of mutual respect. Explicitly announce and model norms of participation and response. (Wlodkowski, 1999)

Invite Positive Student Attitudes towards Learning

Communicate your enthusiasm for your subject. Tell students how you became interested in your subject and how your research interests developed. (Wlodkowski, 1999)

Relate learning goals to the student’s experience. Ask students to state learning objectives in terms of their own life goals. (Wlodkowski & Ginsberg, 1995)

Tell students you expect them to be successful in learning. Provide a framework of sub­goals for steady progress towards mastery of the requirements. (Nadler, Hackman, & Lawler, 1979; Bandura, 1986)

Draw out the Emergent Meaning of Learning for Students

Encourage students to make choices and become self-determining. Ask them to identify new interests and challenges as they meet course goals. (Deci & Ryan, 1985)

Help students become aware of the meanings that they are constructing. Use journals to encourage them to reflect on their reactions to what they read. (Angelo & Cross, 1997)

Recognize Student Growth in Knowledge and Competence

Regularly assess increasingly complex learning outcomes. Use portfolios to demonstrate progress and ability to synthesize learning in authentic tasks. (Angelo & Cross, 1997)

Provide effective feedback. Use feedback to inform rather than control, and provide personalized feedback. (Wlodkowski & Ginsberg, 1995)

Reinforce effort when progress is slow. Provide rewards for persistence until students reach levels of skill that are personally satisfying. (Wlodkowski, 1999)

Remember . . .

Students want to be successful in learning what is valuable, and they want to have choices and enjoy the process as much as possible.

References

Angelo, T., & Cross, K.P. (1997). Classroom assessment techniques.
San Francisco: Jossey-Bass.

Bandura, A. (1986). Social foundations of thought and action.
Upper Saddle River, NY: Prentice Hall.

Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior.
New York: Plenum.

Nadler, D., Hackman, J.R., & Lawler, E., III. (1979). Managing organizational behavior.
Boston: Little Brown & Co.

Pintrich, P., & Schunk, D. (1996). Motivation in education: Theory, research, and
application. Columbus, OH: Merrill Prentice-Hall.

Wlodkowski, R., & Ginsberg, M. (1995). Diversity and motivation: Culturally responsive
teaching. San Francisco: Jossey-Bass.

Wlodkowski, R. (1999). Enhancing adult motivation to learn. (Rev. ed.)
San Francisco: Jossey-Bass.

[Adapted from material originally produced by the Office of Professional Development, Indiana University – Purdue University Indianapolis]