STUDENT MOTIVATION

“We almost always have choices, and the better the choice, the more we will be in control of our lives.” Thus William Glasser espoused that good behavior comes from good choices and that all behaviours, both positive and negative, are purposeful communication. Glasser believed that by listening to student’s misbeaviours, we could arrive at an understanding of the student that would improve communication. A central tenant of Glasser’s Choice Theory is the belief that we are internally, not externally motivated. According to Glasser, we are driven by five genetic needs: survival, love and belonging, power, freedom, and fun. Glasser’s 'hierarchy of needs' is a useful starting point for thinking about what may be motivating student's behaviour, also leading us to look at what is happening in the classroom rather than at the individual student's behaviour. Motivation in education and student behaviour will come about through altering the way classrooms function instead of trying to change the students' behaviour. Lessons can potentially become boring if students are not engaged and at the same time expected not to misbehave. Glasser says this is like asking someone who is standing on hot tar to stand still and stop complaining. Glasser suggests that a key way of changing this traditional classroom function is to move away from "boss" teaching to "lead" teaching. I believe this will activate a positive learning environment, giving students much more independence, responsibility and choice about the things they do (eg what and how they study).
Glasser’s approach recognizes that each student is different and will therefore have different learning styles; each student is an individual who has free choice. This helps teachers change their outlook on how to motivate student effectiveness as it helps teachers see students as individuals.

The main focus of Rudolf Dreikurs’ educational theory was on establishing a classroom, which would be democratic in nature and give students a sense of belonging. ‘Students should be given a choice rather than being forced to comply as directed.' Mutual trust between student and teacher was emphasized, evolving from a variety of practices, including group discussions about class concerns; a democratic classroom and teaching style; helping students gain a sense of belonging and social interest. People by their very nature are social beings with an innate desire to belong.

Dreikurs maintains that "discipline makes no use of punishment;" his central focus was on constructive behavior rather than coercive discipline. Driekurs summarizes disruptive classroom behaviours by dividing the root causes of these behaviours into 4 main categories. They are: seeking attention, desiring power; seeking revenge, or trying to demonstrate their inadequacy. I think Driekurs’ theory is also a good stimulus point for trying to understand and reflect on why students ‘act out’.

Dreikurs model is an ideal one for enhancing student empowerment and
motivating students. Dreikurs’ model promotes a democratic classroom that has a friendly and inviting nature, opportunities for leadership, co-operation, acknowledgement, guidance, encouragement and shared responsibilities; helping students become self-disciplined.

Classroom management is a key ingredient for creating a positive learning environment, which in turn will reflect upon student motivation levels.