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In my special education classroom, I noticed that there are so many differences in motivation in a small group of students. Building those relationships has been important but also knowing what they can handle as individuals. I think that what I have been focusing on the most now is letting the students know that I am there for them throughout the year to help them become successful and showing that I care about their education and know what they are working towards has been helpful in motivating them to complete their work. I also try to make sure that each student has their own level of work that I think will challenge them without overwhelming them.

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What I found interesting about the first video was how the speaker explained that students can go through something called cognitive load where they are overwhelmed with a hands on activity but don't walk away from it learning what we want them to learn. I feel like this applies to my Art classroom because we teach in this district in a more "open studio" and TAB format. This scaffolding and careful planning of these activities is really important to motivate students, teach them how to navigate this open space to create, and challenge them to think about things differently so that they could apply it to their own artwork. I think its important to know that too many choices could also be a limiting factor on motivation, it is easy for students to be overwhelemed.

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Forming a strong relationships with students to show them that I understand the past few years have been challenging and that I care about who they are as humans not just math students.  Then trying to bring each of their unique aspects to the classroom in word problems, activities, games, etc... Showing up for them and showing them I care, I have in turn seen more motivation to show me that they care (even if not every day, we all have those days).

Also showing students how our work relates to the real world, even if it's not directly they appreciate me acknowledging that this is something they have to learn, but I do my best to make it relevant to them as often as I can!

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"I am not good in math because my mom or dad is not good in math" or "I have always been bad in math" many of my students already have it in their head that they will never understand math for various reasons. As their teacher I try to find their strengthens early to help build confidence so I can work on their weaknesses and encourage them to be self motivated to do better

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I asked my students what is something they liked doing last year that they would like to continue with this year.  Almost all of them said the sticker charts and prize box system.  These are now fifth graders.  So I am shocked that they need this as much as they let on.  I did get charts and prizes , but explained that I hold high standards for them to receive their stickers.

They have gotten them and kids have picked from the prize box, but we are getting to a point where they aren't asking for the charts at the end of their time with me. I try to make the lessons interactive and fun, that it takes their mind off of the prize factor and really look at the self monitoring. We will see where it goes, but I don't want them to only need the stickers to do well in my classroom.

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"The arts" in schools is considered a motivating factor for going to school. I may need to use more lessons that involve partners and groups to tap into the intrinsic motivation of bonding with friends at school.

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Asking the student what will motivate them. Getting to know them. Understanding the needs of the individual and asking their input.

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This made me think of a TEDtalk I watched in which Social psychologist Amy Cuddy said, "Don't fake it 'til you make it, fake it 'til you become it." She discusses the importance of body language and how your body language shapes who you are. It all ties into motivation.

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This made me think of a TEDtalk I watched in which Social psychologist Amy Cuddy said, "Don't fake it 'til you make it, fake it 'til you become it." She discusses the importance of body language and how your body language shapes who you are. It all ties into motivation.

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I have dealt with a student that is definitely seeking adult attention. This leads to the student not completing tasks and not participating which then leaves the student to be unsure of the content. I have had to try extrinsic motivation for example with sight words. I have had to sit down with the student and explain that the only way to learn sight words is participating and practicing together and really motivate him that he can do it. Also, reminding him and the class that this is new for everyone.

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Tapping into their intrinsic motivation is important. A few ways that are consistent from the article and what I have seen work include building a rapport with the student, using activities that are relatable and allowing them to see they can be successful.

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I think relationship capital is pivotal to motivation and I also think safety. Not just physical safety but if a kid does not feel comfortable with peers or comfortable with teacher tone/feedback, a kid will not feel motivated. In addition, teachers need to be mindful of access into content to ensure all kids can "connect" to whatever content

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I noticed that growth mindset is stated in this article. I've found that it is so important to teach within the classroom and a great way to incorporate it is to add it in my SEL lessons and morning meeting. I've noticed students accepting that they might not understand something on the first try and that's okay! We read "I Can't Do That, Yet" and they loved it. I think this really helps motivate them.

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Developing a growth mindset with students and helping them to see the value in making mistakes supports all students in math. Many are so terrified to be wrong that this affects their motivation to challenge themselves. Developing relationships with students helps them to feel comfortable to make mistakes and learn from each other.

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I can see ELL's being intrinsically motivated if they are aware of their classmates/peers knowing more English than they do.

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Short term gains that are often celebrated leading towards long term goals.

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It is so important to look at each student as a human with strengths, motivations, needs as opposed to someone who is there to produce. Being a child's champion can help them overcome so many obstacles and increase confidence, especially given the trauma induced by the pandemic.

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Building rapport and relationships with students help motivate them because they do not want to disappoint you. They have a desire to show you their understanding because they value your opinion and view on them as a learner, and a human. I noticed this in my classroom last year, being an obviously young new teacher, many 8th graders lacked respect for me as a teacher when they first met me. However, once they built a relationship with me they wanted to do well in my class.

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For my subject, what I find is making it "real world" scenarios for them. That helps to be able to know that they will be able to use the language outside of the classroom. I also have a class discussion with my students about the Power of Yet and the Path to Proficiency. Many students get frustrated but I always remind them that they aren't expected to understand everything, but eventually they will.