Student Motivation:
Traditionally three styles of motivation are recognized: goal-oriented, relationship-oriented, and
learning-oriented.
Your teaching should attempt to reach students who have any of these motivations. It's easy to
engage students who are learning-oriented because they learn for the sake of learning. They are
self-motivated and will work hard to understand and apply most anything offered to them. They
may become frustrated when asked to create a finished product because this may be viewed as a
cessation of learning.
Students who are relationship-oriented usually engage in learning as a way to interact with others.
They enjoy the social aspect of education. They often enjoy working in pairs and in groups. They
want to connect with others. Some of these students want to connect with their peers, but some
are looking for a close connection with their instructor - either to obtain approval or to feel noticed
and appreciated. Be careful, relationship-oriented students can be led astray by peer influences.
Several vocal students who are negative about your course or its content can sway these students
to feel the same way.
Goal-oriented students ask themselves, "What's in it for me?"
I am asking instructors to see the two questions that the new epistemology emblazons across the front of every classroom — "So what?" and "Who cares?" — and then to adjust their teaching accordingly.
Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
except for the occasional late bloomer, we fail miserably at creating sustained intellectual fires among the vast majority of our practical, credential-driven students.
better and more widely achievable educational goal should therefore be to inculcate a respect for learning and the pursuit of knowledge.
An excellent read for those interested... and those who need a kick in the pants re: engaging meaningfully a new culture of students, especially in higher education.