Many parents struggle in motivating their children to do coursework. In self-paced curricula such as those offered at Ignite Christian Academy, parents may find themselves wondering exactly how they can motivate their children to succeed. Many parents become quite creative in their quest to motivate.
Ideally, every child is intrinsically motivated. The student knows exactly how much work needs to be completed on a daily basis and enthusiastically begins that task each day. He reads the materials for understanding, taking the time to consult a dictionary when running across unfamiliar words or terms. This student studies each example and makes certain that he is ready to apply the concepts of the lesson in the questions that follow; he also takes copious notes and uses them to study for quizzes and tests. The student learns because learning is the ultimate goal, and he feels success when engaged in active learning.
Unfortunately, this is not the case with most students. While there are some who learn for the joy of learning, it is more likely that a student learns for reasons outside of self. The majority of students are extrinsically motivated. These students work for a prize, which may be in the form of a high score, a word of praise, a monetary reward, eligibility to participate in a sport or competition, or the promise of something special.
Those students who are extrinsically motivated do not learn for the sheer enjoyment of learning, although they may enjoy some types of learning. Often needing outside encouragement to succeed in a self-paced curriculum, these students need a definite plan of action in order to successfully complete the school year.
Obviously, the easiest plan of action is to buy the cooperation of the student. After all, what elementary student refuses to work when there is a trip to Disney at stake? What high school student is not going to work hard for cash, the latest technological fad, or even a new car? Most students can be motivated extrinsically if the parent is able to correctly determine the price of the student's desire. However, one must stop to question whether this type of motivation is effective for the long term. If the student does not like the reward, he will not work for it. If a student works one year for a trip to Disney, the parent has to increase the reward for the next grading period. The student will likely realize that their work has a price tag that can be set in order to obtain their strongest desires.
Purchasing the child's success by providing rewards could result in a child who manipulates the parent in order to obtain the reward he desires or a child who refuses to work unless there is a tangible reward. It is better to teach the student good work habits, accountability, and responsibility. The student may not initially be intrinsically motivated, but teaching the appropriate study and work habits may foster a desire to do well for the sake of doing well.
Deborah Secord
Assistant Principal