Teach English in Keluke Zhen - Haixi Mengguzu Zangzu Zizhizhou

Motivation can be defined as the driving force that guides an individual's behaviors and actions. Motivation in the classroom leads to increased effort, energy, and achievement. All children are motivated in one way or another. The key for educators is to find out what will motivate their students. Some students may come into the classroom with high levels of motivation to do well in school, while others may not. This is due to different cognitive and sociocultural factors that evolve over time. Motivation directly correlates with a students’ willingness to learn. Hence, motivation is vital for academic achievement and persistence. There are two types of motivation: extrinsic and intrinsic. Extrinsic motivation results from factors outside of the student or unrelated to the task being performed. Some examples of this reward-driven behavior are incentives such as good grades, money, treasure box prizes, recognition, or praise. Students with this type of motivation tend only to work hard up until they have completed the task at hand or to avoid punishment. On the other hand, intrinsic motivation results from factors within the student or inherent in the task being performed. Students with intrinsic motivation usually perform tasks for personal pleasure. These students may want to develop a new skill, or feel as though it is ethically or morally the right thing to do. Along with that, students with intrinsic motivation are more persistent and cognitively involved in their tasks. Students’ motivation can change over time, and there are many factors that will affect their motivation throughout their academic careers. The most common for young learners is interest level. When students are curious or intrigued by a topic or subject they are more likely motivated to want to learn about the topic. Once students get a bit older, other factors such as expectancy or value can play a vital role in motivation. Expectancy is based on things like past success/failure, or the perceived difficulty of the task. Moreover, if a student got an A on all of his previous math tests, he will be more motivated to take another math test because he believes he will do well. Value is the perceived benefit or importance of a task. Rarely, will young learners come into the classroom knowing the value of what they are about to learn. Yet, it is essential for learners to believe that there are direct or indirect benefits in performing a task because this will lead to increased motivation. Knowing that our young learners’ motivation correlates directly to their willingness to learn proves the importance of helping our students increase their motivation in the classroom. All students learn differently, and likewise all students are motivated differently. When it comes to young learners, because they don’t yet have a lot of intrinsic motivation they tend to be more motivated by rewards or verbal praise. The use of positive reinforcement through praise and acknowledgement not only will increase student motivation but can also build students’ overall confidence. Another way to help students increase motivation is through goal setting. This is something that students should be taught at a young age so that they can continue it throughout their lives. Teachers should make sure that students’ goals are specific, measurable and achievable. Goal setting allows students to see their personal growth. It is no secret that a students’ environment plays a role in their motivation as well as their overall development. Young learners learn by observing. Subsequently, this is why modeling is so important for our young learners. Teachers should encourage curiosity, and notice and celebrate successes and strengths to promote a positive sense of self. Along with that, creating a classroom environment of trust and respect can do wonders for motivation. Lastly, since interest level is essential in affecting students’ motivation, teachers should find ways to give students choices. This can be done by creating a “Learning Menu” or “Choice Board”. This puts students in the driver seat of their own learning which will not only increase their motivation but also their confidence. When our students have a high self-efficacy they are more willing to try new and more difficult tasks along with having a higher expectation of themselves. All of which leads to more successful and happy students!