Key Points for Learner Motivation

Rules for rewards

The relationship between the action of performance and the reward must be clear to learners.

• The relationship between the action of performance and the reward  (Links to an external site.)must be clear to learners. They must know that certain kinds of performance will lead to certain rewards.

• Learners should set realistic aims, objectives and standards which they will be able to achieve.

• Do not make the reward too easy or too cheap.

• Make it equally clear what learners can expect in the form of punishment  (Links to an external site.)if they do not perform well.

Try the following to motivate learners to accept personal responsibility for their performance and conduct:

Entrust each learner with tasks in accordance with his or her abilities.

• Entrust each learner with tasks in accordance with his or her abilities. A learner who is not technically inclined will find it difficult to successfully complete a task which is technical in nature. Inability and incompetence  (Links to an external site.)are demotivating.

• Entrust learners with tasks in which they show interest. Tasks should be interesting and challenging.

• Ensure that a task is meaningful and valuable. Explain to the learners, for example, why they are given certain homework assignments (Links to an external site.).

• Do not make a task too difficult or too easy. A very difficult but essential task can be made easier by dividing it into a number of subtasks or facets, and then creating the opportunity for the learner to deal with one subtask at a time.

• Challenge the learner by setting realistic but challenging expectations. A little pressure and challenge usually motivate  (Links to an external site.)learners to prove themselves.

• Assign responsibilities to learners. When they accept responsibility for a task, they will most probably carry it out with enthusiasm (Links to an external site.).

• Allow learners to vary the methods of work, the tempo and the order in which tasks are completed. Also vary the tasks. A learner who must carry out the same tasks day after day will soon become bored.

• Reduce control. If learners are subject to less control, they will begin to take more responsibility for their actions (Prinsloo and Van Schalkwyk, 2008:180).

• Module: Discipline

• Module: Key Concepts 

• Module: Values Entrenched in the Constitution

• Module: A Learning School

• Module: Monitoring and Discipline in the Classroom

• Module: Learner motivation 

• Introduction: Learner motivation
• The Motivation Process
• Theories of Motivation
• What Motivates Learners?
• Guidelines for Motivation