In education, as in anything else, there are two types of motivation: extrinsic and intrinsic. Extrinsic motivation is, like it sounds, motivation that is external in the form of rewards of some sort. In teaching, rewards correlate to an increase in grade in some way.
Intrinsic motivation is, like it sounds, motivation that is internal to the individual. If you’re getting a PhD in the humanities you are probably highly intrinsically motivated. In other words, you like learning for learning’s sake. While this is great for you it might make it harder to relate to students who don’t have a deep well of intrinsic motivation to pull from.
In education, intrinsic motivation is something of a paradox. We know that students learn better when they are intrinsically motivated (aka, when they want to learn) but when we create a mechanism to encourage a student’s intrinsic motivation we have, in that act, converted that motivation from intrinsic to extrinsic.
If you can tap into your students’ intrinsic motivation you can make your life, as an instructor, much easier. There are two reasons for this.
First, because people work harder when they are intrinsically motivated. There’s tons of research on it. You can look it up if you want.
Second, and far more importantly for our purposes, everything that makes up extrinsic motivation requires you to do work. This is fairly obvious, yet, somehow, people over look this point.
Do you want to motivate your students to attend an event by offering them extra credit? Congratulations. You now have to grade that shit.
Do you want to motivate your students to revise their work and turn it back in for a better grade?
Congratulations. You now have to grade that shit.
Any form of extrinsic motivation you offer your students will create a disproportionate amount of work for you.
In contrast, creating ways to tap into your students’ intrinsic motivation will decrease your workload while actually increasing how much they learn.
The magic question then becomes: how do you tap into intrinsic motivation without converting it to extrinsic motivation?
There are several ways to do this and we will be highlighting strategies you can use from the first day of class to the final grade.
For now, there’s one thing you need to know.
If a student is in your class then they already have a base line of intrinsic motivation because they chose to be there.
There are, of course, a few exceptions to this rule. At the institution I work at now there is one History class that absolutely everyone has to take before graduation. The professor that teaches that can’t really draw from an untapped pool of intrinsic motivation in his students because they are all forced to be there.
For every other class on this campus, though, students have some level of intrinsic motivation to be there.
On the first day of class this semester I had students go around the room and say one thing they hoped to get from the class. One student said that they wanted to get their mandatory diversity credit. Perhaps that’s not *the* most inspiring reason to take a class but what that tells me is that student looked at the half dozen diversity credits being offered this semester and chose this class. That means they wanted to be here more than they wanted to be anywhere else.
At my previous institution, students had to take one half of the history survey as a graduation requirement. Even though they only had a choice between two classes, they had some kernel of intrinsic motivation, some preference, to take one over the other.
And that’s all you need. I promise you, we can work with that.
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