ℂ𝕙𝕣𝕚𝕤𝕥𝕠𝕡𝕙𝕖𝕣 𝔻𝕖𝕠𝕟

With all the discussion about the role of motivation in learning, one thing I’ve noticed from my own experience is this: When teachers make motivation the priority, it can lead to questionable instructional decisions. We give students endless choices, hoping they’ll be more motivated. We try to tailor every lesson so students “see themselves” in the content, hoping that will motivate them. We work tirelessly to make class fun, entertaining, and high-energy, hoping that will spark motivation. But we’re working with students who are required by law to be in those seats. Trying to motivate someone to do something they wouldn’t otherwise choose to do is often a losing proposition. Instead of trying to manufacture motivation, I try to create the conditions for success. I design instruction so students can experience genuine learning and make meaningful progress. As students experience success, their self-efficacy grows. And when students begin to believe, “I can do this,” motivation often follows. Success doesn’t always come from motivation. Quite often, motivation grows out of success.