What motivates students to learn?
Maslow famously suggested a ‘hierarchy of needs‘ that humans need to thrive. Once our basic needs have been met, we are more able to develop our self esteem, which can then lead to our self actualisation that enables us to succeed.
We are motivated mainly by our instinct, then by needs such as hunger and finally by what is known as ‘optimal arousal’. This allows us to find the balance between stimulation and relaxation. It is this sweet spot between the two, known as the stretch zone, where the most effective learning takes place.
How do we find the stretch zone?
The stretch zone is the point where we are challenged and engaged, but not stressed. When work is too easy for students, they become bored; and when work is too difficult, they can become disengaged.
The stretch zone aims to motivate students by providing an achievable challenge for them. This will be different for each student and may take time to find the right balance.
This is when one-to-one tuition proves to be extremely beneficial. A Tutor can take the time needed to build a positive rapport with individual students and deliver the specific content and level of work they need.
By tailoring lessons to each student’s tuiton needs in Maths or English, children are enabled to become confident, self-motivated, independent learners who enjoy learning.
What else supports motivation?
In order for students to be motivated, it helps if they feel meaningfully engaged with the work they are being set. This may involve explaining why the work is important, setting real life examples where possible or allowing students a say in what they’re studying. It’s important for students to feel empowered and included in their own education in order to reach real motivation.
The UNESCO Salamanca Word Statement says that: “Inclusion and participation are essential within the field of education; this is reflected in the development of strategies to bring about a genuine equalisation of opportunity.“
It is clear that students are more motivated when they feel included in their own learning. It is therefore crucial to create a curriculum which acknowledges the relevance of what students are learning to their own lives.
