Motivating Others | Origin: ED406
This is a general discussion forum for the following learning topic:
Motivating Others
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
The Sawyer Effect is new to me. I never gave it much thought. Autonomy, Mastery, and Connection to Purpose tie it all together. Explaining these concepts to students might motivate them.
Teaching students how to be successful electrical apprentices involves more hands on skills rather than book skills. With that being said, it is important to keep showing them how their skills will allow them to keep their jobs. Employers have to dig in their pockets to pay you and they do not want to pay you for not retaining new skills that are taught to you in the field or you coming into the field with no real skills to offer them.
Teaching students how to be successful electrical apprentices involves more hands on skills rather than book skills. With that being said, it is important to keep showing them how their skills will allow them to keep their jobs. Employers have to dig in their pockets to pay you and they do not want to pay you for not retaining new skills that are taught to you in the field or you coming into the field with no real skills to offer them.
I have learned that intrinsic motivation in schools grows when educators feel a clear sense of purpose, professional autonomy, opportunities for mastery, and strong relationships with colleagues and students. Simply stating a mission is not enough; the purpose must be visible in daily practices, decision making, and recognition of meaningful work. I also learned that reducing unnecessary barriers and involving faculty in shaping initiatives can significantly increase ownership and engagement. I intend to apply this by being more intentional about connecting tasks and goals to student impact, seeking teacher input when possible, celebrating progress, and protecting time for collaboration and planning. By helping create an environment where educators feel trusted, valued, and connected to a shared mission, I hope to support a culture in which motivation comes from within rather than from external pressure.
Comment on Eamonn Hoban's post: Motivated, involved, real life stories of how today’s decision will impact their future.
Motivating students can help to contribute to their success. However, intrinsic motivation is lasting and has more value whereas extrinsic motivation maybe temporary satisfaction that does not have eternal reward.
making reachable goals for students and show the rewards at the end!
The principal motivational factor is purpose, and this keeps in view what the student has as the springboard for whatever they achieve
When you can, allowing students and workers autonomy is such a crucial method. Letting them take ownership is beyond valuable to them building skills and confidence.
Relevance and autonomy are two of the most important factors when exploring the topic of motivating others. Having the sense of "wow time is flying" from students is a great indicator if the style of teaching is captivating/motivating enough.
By allowing the client to express their autonomy. You will be able to target their individual intrinsic motivations and help them create a driving purpose.
Comment on Cary Alburn's post: To add to what I said, I'm teaching paralegals in Colorado. If I use a case that is vaguely on point from another jurisdiction but which totally conflicts with Colorado law, that brings up the "so what?" factor. It's unhelpful. If I continually bring up such cases, not only is the "so what?" factor involved, but now my students are likely to find what we're studying to be irrelevant, boring, and quickly lose any motivation. But if I can bring up cases that dovetail with Colorado law and are directly on point, they can see how that might impact what they'll encounter when they're working for Dewey, Cheatem, and Howe someday. They're more likely to be motivated.
To me, the biggest impact on motivation is relevance--how will what is being learned impact the student's future, both regarding employment and other aspects of his/her life. It's hard to be motivated when there seems to be no relevance.
BY allowing autonomy, students learn to self-motivate and complete their assignments within the time frame noted. Peer learning is a valuable asses in the classroom and clinical situation.
Support autonomy by offering choices and asking for student input. Also, build competence and confidence by providing resources and training before expecting change, providing growth-oriented feedback and normalizing learning curves and mistakes.
Comment on Trang Nguyen's post: Boosting confidence is very good idea.
Effective communication is the key. Addressing concerns of both instuctor's and students at the timely manner is very important.
Motivation helps both instructors and students. Providing examples of real-life experience can motivate students.
Motivation has to come from both the student and the instructor. We have to show them the passion that we have for a topic and the ways that it will be useful to them. They have to come with a desire to learn and expand their understanding. Without this interaction, the learning will be more difficult.
