Student Motivation- Intrinsic or Extrinsic?

Intrinsic or extrinsic motivation? That is the question. In today’s classrooms, there is a lot of talk around which kind of motivation is best for students and how to motivate students period. To compare the two, intrinsic motivation comes within the person with the reward of positive feelings inside, while extrinsic motivation is driven by external rewards coming from outside of the person, such as receiving a prize, reward or treat. As a Responsive Classroom teacher, I recognized and praised students with Responsive Classroom’s Reinforcing Language, which helped to foster a community of intrinsically motivated students. I found this type of language to be a powerful tool.

What is Reinforcing Language?

Reinforcing Language identifies and affirms children’s positive behaviors, helps children recognize exactly what they’re doing well, and when they are on the right track. Here’s how Reinforcing Language works to intrinsically motivate students.

Names concrete and specific behaviors:
Ex. “I see lots of people remembering to push in their chairs before they line up.”
“Did you notice how many different classmates shared thoughtful questions about the butterflies we observed just now? What a long list we have!”

Points out approximations toward mastery:
Ex. “We’re well on our way to having some really interesting discussions, what can we do to make them even better?” It would be better if more people said their ideas out loud.”

May be followed by a question to extend student thinking:
Ex. “Everyone lined up so quickly today. What helped you to do that?”

Applies to all students:
Ex. “I see more and more children sitting quietly. I see others really working on putting things away so they can be ready soon.”

Emphasizes description over personal approval (Take away “I loved how…”):
Ex. “You really took your time and made sure to check your work before you turned it in.”

Reflects important goals and values (Be genuine and specific in what students are doing well, encourage positive behaviors):
Ex. “I’m hearing lots of friendly conversations and seeing people helping each other.”

Positive scaffolding and growth:
Ex. “You know, I’ve noticed that several children are sitting calmly and listening when others speak, and we’re hearing good ideas from lots of people. What are some other things you’ve noticed that are going well in this discussion?”

Point out children’s leading-edge behaviors:
Ex. “I notice you’re remembering to raise your hand today. That really helped our discussion include lots of different ideas.”

 How To Foster An Intrinsically Motivated Classroom

• Create a kind and respectful classroom community of learners.

• Establish clear rules, routines, and expectations from the start.

• Share hopes and dreams and student learning goals.

• Offer choice in assignments by interest, topic, and product.

For more about intrinsic motivation from Responsive Classroom read, Teaching Without Using Rewards.

Now although I had success with this, does this work for all students? No, not necessarily. Is it ok to provide some kind extrinsic motivation for some students when needed? Absolutely!  Some kids thrive off of rewards and may need rewards for motivation. Even big kids love stickers, tickets or treats. Balance is key and a balanced classroom provides opportunities for both types of motivation, engaged learning and student success. I often refer back to the phrase, Fair is Not Always Equal, explaining to students that we all need different things to succeed.

This article, Fair Isn’t Equal: Seven Classroom Tips, By Dr. Richard Curwin, says it well.

-But what is fair? Many define it as treating everyone the same, but I would argue that doing so is the most unfair way to treat students. Students are not the same. They have different motivations for their choices, different needs, different causes for misbehavior and different goals. I think this is good, because wouldn’t the world be very boring if we were all the same?

The Balancing Act

We can support both intrinsically and extrinsically motivated students in the classroom. Here’s an example. I encourage and promote kindness and respect in the classroom just by simply recognizing it! Students or I give others a Gotcha: Caught being… card when we notice desired behaviors, like being kind respectful, honest, good, etc. This is simply for praise and recognition for my intrinsically motivated students. I have a growing bundle of these Gotcha cards at my here.

For my extrinsically motivated students, I use these cards as part of an incentive program where students can exchange or “cash” in their cards for a reward after they earn a certain number of cards. I create a list of rewards with my students or propose some of these. Be sure to vary choices based on the age/grade you teach.

• Choose a prize from the “prize box”

• Have lunch with a teacher and bring a friend.

• Snag a homework pass.

• Earn a special privilege (Ex. extra computer time).

• Offer group rewards (Ex. lunch bunch with friends, extra playtime/recess).

Now my intrinsically motivated students are not so concerned about exchanging their cards in for a reward and that’s ok. My extrinsically motivated students get extremely excited about the idea of a reward or special treat and that’s fine too. To each their own! Supporting both types of students is important. And getting to know your students and what they are motivated by will help meet their needs and foster a love for learning.

If you like this, check out my kindness and respect quote banner here.

How do you meet the needs of both your intrinsically and extrinsically motivated students?

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