learner attending a session because they have been told to, may not be as motivated as a learner who is there because they want to be. It’s also useful to know what your learners are expecting from the course, as it might differ from what they will receive. Finding out the expectations of your learners and what motivates them, should help you deliver the programme in a way that will lead to successful learner achievement. Expectations could be ascertained during the first session simply by asking. If your learners’ expectations don’t match with what will take place, tell them why. Learners will want to know what’s in it for them and why they should attend. They need to know the value of the course to them either personally or professionally. It could be that they have been recommended to take a course or are on the wrong course and didn’t realise it. It’s best to find this out at the beginning, rather than part way through.
Motivation is either intrinsic (from within) meaning the learner wants to learn for their own fulfilment, or extrinsic (from without) meaning there may be an external factor motivating them: for example, a promotion at work. Table 2.1 lists some examples of internal and external reasons why people are motivated to learn.
Table 2.1 Examples of intrinsic and extrinsic motivation factors
If learners are keen and proactive towards learning, they should be self-motivated and want to learn. For example, obtaining the relevant resources and textbooks, asking for help when necessary, getting actively involved during sessions, and taking control of their studies. Conversely, if learners are passive, their motivation to learn will be less. For example, expecting the teacher or trainer to supply their resources, not asking for help when necessary, not participating during the session, and not wanting to take control of their studies. Passive learners might blame the teacher or trainer when they don’t achieve something, whereas active learners might just blame themselves. If you can be positive and tell all your learners that you believe they can achieve, this will hopefully help to motivate them.
You could motivate your learners by using activities which are interactive rather than just talking to them. People are becoming accustomed to being more interactive due to social media and television. For example, some popular live television programmes encourage their audiences to get involved with online polls, emails and texts. News and weather programmes also encourage interaction by asking viewers to email or upload pictures and videos. This way, people feel engaged, are involved and are active, rather than passive. Keeping your learners active and involved will hopefully keep them motivated to learn.
Activity
If you are currently teaching, do you know what has motivated each of your learners to attend your sessions? If not, try and find out so that you can maintain their motivation.
If you are not currently teaching, think about what motivated you to learn something recently, and how that motivation had a positive or negative impact on what you did. There are useful texts and websites to support motivation and behaviour listed at the end of this chapter, which you might like to read.
Whatever level of motivation your learners have, will be transformed, for better or worse, by what happens during their experience with you. You, therefore, need to promote a professional relationship that leads to individual trust and respect. Some learners may seem naturally enthusiastic about learning, but many need or expect you to inspire and engage them. It’s hard to get someone to do something if they can’t see a real benefit for themselves. You could try and relate the topic to something they are interested in, such as a hobby or a leisure activity. You could also relate the learning to how it will be applied in practice in the workplace. You might have stories you can tell your learners if you have worked in the subject area previously.
Many factors can affect a learner’s motivation to work and to learn, for example: an interest in the subject matter, perception of its usefulness, a general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. Not all learners are motivated by the same values, needs, desires or wants. Some of your learners will be motivated by the approval of others, and some by overcoming personal challenges.
To help motivate your learners you can:
• agree some basic ground rules so that everyone feels safe and secure
• ask open questions to keep them involved (ones that begin with who, what, when, where, why and how – not closed questions, which just lead to yes or no responses)
• avoid creating intense competition, although some competition can be engaging and fun
• be aware of attention-span limits (some learners may lose focus quickly)
• give ongoing constructive feedback so that learners know how they are progressing
• give praise and encouragement when it’s deserved
• maintain an organised and orderly atmosphere
• make tasks interesting, practical and relevant
• negotiate realistic and achievable targets
• not talking down to your learners or making them feel silly or embarrassed
• offer support when necessary
• stretch and challenge each learner’s potential
• treat learners with respect and as individuals
• try not to be too critical, but be positive when you can
• use learners’ names to show you know them as individuals
• use icebreakers and energisers to get learners actively working together
• vary your teaching and assessment approaches to reach all learning preferences.
Keeping yourself motivated might also be a challenge. There could be situations that occur which might make you feel like this isn’t the job for you. It’s hard work being a teacher; however, it’s a very rewarding job, and you have the opportunity to help so many people. When times are hard, remember all the good you have done for your learners in the past, and will do in the future. Make sure you have someone you can talk to, such as a mentor. Don’t keep things to yourself as any problems or concerns you have might escalate in your own mind. It’s probable that your mentor has also experienced what you are feeling, and can give you some useful advice. Things can and will go wrong, just learn from the experiences, be honest with yourself and remember why you wanted to be a teacher.
If you can be enthusiastic and passionate about your subject, this might motivate and enthuse your learners. If not, they might wonder why they should bother attending if you are not showing interest in the subject or are demonstrating that you are not enjoying your job.
Keller’s (1987) ARCS model of motivation
Keller (1987) combined existing research on psychological motivation and created the ARCS model: Attention, Relevance, Confidence, and Satisfaction. Having some knowledge of this model might help you to motivate your learners.
Attention is the first and most important aspect of the ARCS model which is about gaining and maintaining your learners’ attention. Keller’s strategies for attention include:
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