Motivational Essay

Popson's Dilemma

Fresh from graduate school, Assistant Professor Popson was midway through his first semester of college teaching when his depression started.  Long gone was the excitement and promise of the first day of class.  Now, only about two-thirds of his students were attending, and some of  them were barely holding on.  When Popson asked a question during class, the same few students answered every time.  The rest stared off  in bored silence.  One students always wore a knit cap with a slender cord slithering from under it to an iPod in his shirt pocket.  With ten or even  fifteen minutes remaining in a class period, students would start shuffling notebooks nosily into their backpacks or book bags.  Only one student had visited him during office hours, despite Popson's numerous invitations.  And when he announced one day that he was cancelling the next class to attend a professional conference, a group in the back of the room  pumped their fists in the air and hooted with glee.  It pained Popson to have aroused so little academic motivation in his students, and he began asking experienced professor what he should do.

     Professor Assante said, "Research says that 70 percent of students enroll in college because they see the degree as their ticket to a good job and a fat paycheck.  And they're right.  College grads earn nearly a million dollars more in their lives than high school grads.  Show them how your course will help them graduate and prosper in the work world.  After that, most of them will be model students."

     Professor Buckley said, "Everyone wants the freedom to make choices affecting their lives, so have your students design a personal learning contract.  Let each one choose assignments from a list of options you provide.  Let them add  their own choices if they want.  Even have them  pick the dates they'll turn in their assignments.  Give them coupons that allow  them to miss any three classes without penalty.  Do everything you can to give them choices and put them  in charge of their own education.  Once they see they're in control of their learning and you're here to help them, their motivation will soar."

     Professor Chang said, "Deep down, everyone wants to make a difference.  I just read a survey by the Higher Education Research Institute showing that two-thirds of entering freshman believe it's essential or very important to help others.  Find out what your students want to do to make a contribution.  Tell them how your course will help them achieve those dreams.  Even better, engage them in a service learning project,  When they see how your course can help them live a life with real purpose, they'll be much more interested in what you are teaching."

     Professor Donnelly said, "Let's be realistic.  The best motivator for students is grades.  It's the old carrot and stick.  Start every class with a quiz, and they'll get there on time.  Take points off for absences, and they'll attend  regularly.  Give extra points for getting assignment in on time.  Reward every positive action with points and take off points when they screw up.  When they start to realized they can get a good grade in your class by doing what's right, even the guy with the iPod will get involved."

     Professor Egret said, "Most people work harder and learn better when they feel they're part of a team with a common goal,  so help your students feel part of a community of learners.  Give them interesting topics to talk about in pairs and small groups.  Give them team assignments and group projects,  Teach them  how to work well in groups so everyone contributes their fair share.  When your students start feeling like they belong and start caring about one another, you'll see their academic motivation go way up."

     Professor Fanning said, "Your unmotivated students probably don't expect to pass your course, so they quit trying.  Here's my suggestion.  Assign a modest challenge at which they can all succeed if they do it.  And every student has to do it.   No exceptions.  Afterwards, give students specific feedback on what they did well and what they can do to improve.  Then give them a slightly more challenging assignments and repeat the cycle again and again.  Help them expect to be successful by being successful.  At some point they're going to say, ' Hey, I can do this!' and then you'll see a whole different attitude."

     Professor Gonzales said "Learning should be active and fun.  I'm not talking about a party; I'm talking engaging students in educational experiences that teach deep and important lessons about your subject.  Your students should be thinking, 'I can't wait to get to class to see what we are going to do and learn today!'  You can use debates, videos, field trips, group projects case studies, learning games, simulations, role plays, guest speakers, visualizations...the possibilities are endless.  When learning is engaging and enjoyable, motivation problems disappear."

     Professor Harvey said, "I have been teaching for thirty years, and if there 's one thing I've learned, it's this:  You can't motivate someone else.  Maybe you've heard  the old saying, 'When the students is ready, they teacher will arrive.'  You're just wasting your energy trying to make someone learn before they're ready.  Maybe they'll come back to your class in five or ten years and they'll be motivated.   But for now, just do the best you can for the students who are ready."

Professor Assante: 6, The advice from Professor Assante is decent.  I agree that college is the way to earn more money; however I am not certain that this would be enough motivation for the class.                                

Professor Buckley: 1, I feel like this tactic for motivation would cause more rebellion.  The students would feel as if they run the class and can do as they please.  Learning would probably not be a priority to the students.    

Professor Chang: 2, While this would be good experience for the students, I do not think it would help them in class.  They may not even take this project seriously.                                                                                    

Professor Donnelly: 10, Grades are the main motivation for me.  The thought of getting a bad grade horrifies me.  I find grades are motivating because they are relevant to and will affect your entire experience in college.  

Professor Egret: 3, While it is nice to have a "team" feeling in the classroom, I do not feel this would motivate learning.

Professor Fanning: 8, I find success extremely motivating.  When I am successful I try even harder.  This is a good motivational technique.

                                                         
Professor Gonzales: 9, Making class fun is definitely motivating.  When class if fun it makes people want to participate.                                                                    

Professor Harvey: 4, I partially agree as some students are not ready to learn, but will be later.  However, some are just never willing to learn and never will learn unless you make them.

Is there an approach no mentioned by one of the eight professors that would be even more motivating to you?

I find that I am best motivated by my grades, and future.  I realize that without the good grades I strive for my future will be hard going and dull.  I will not be able to get a good job and live the life I dream of having.

from Chapter Three "Discovering Self-Motivation "p. 53 of On Course by Skip Downing.