Motivational programs for students

It can even alter their personality and can mold them as a better person. So it would be a good idea to give every student a chance to lead during the course. This will improve their sense of responsibility and motivate them to take risky and challenging roles in life.

This would make them feel important and the feeling of involvement in the teaching keeps them encouraged. So every student in the classroom will get inspired to express their ideas without a second thought. It would be a good idea to celebrate the personal milestones of students as a class group which can boost up their spirit to perform well always.

Celebrating as a team also improves the classroom strength and unity and builds up good team spirit. And the same student will feel good to celebrate the milestone of another student with the class team next time. Expert talk sessions and interactive activities would motivate those students who are a step back to come forward and face life on a positive note.

Encouraging students to conduct seminar presentations on motivation after thorough research is also a good idea. Having practical hands-on experience on the subject would help students to understand it better and provokes them further study different aspects of the subject. Experiential opportunities are a good platform for students to present or try out what they have studied in the classroom theories which in turn improves their confidence level on the subject.

Recognizing their achievements and appreciating it in a timely manner is important to keep their spirit up. So it would be good to give some rewards to students for what they achieve in their academic phase as a token of appreciation. It will be a motivation for them to perform well every next time and inspires other students to perform well too.

College phase is the time when they build a platform for their career phase. This keeps them motivated and enhances their confidence level to start their new phase on a high. Colleges can arrange personality development programs and interactive sessions by professionals to correct their negatives and boost their positives.

It is common in college institutions to set up evaluation programs like we already discussed. However, tracking progress is more important. So faculties should make sure that the database of the evaluation programs are maintained and progress of each student is recorded. He can guide them from his own experience on how to be a good student and what are the qualities and responsibilities expected out of them.

He can even inspire them from his own success stories and the way hard work and perseverance paid him. In addition to all these, give them a sense of control to make them feel that they are important. Provide a threat-free environment to express themselves and offer varied experiences to avoid boredom. This can be achieved by being true to them, finding time to talk to them and creating a mutual employee-employer relationship. This way, they will be able to air any problems or loopholes within the working place with ease.

This can come in terms of a contract, or even good faith. If you can offer your employees a job security for as long as they perform, then this could be the best incentive offered to them. The next thing in line with appreciating employees is by appreciating what they do by paying good salaries or wages to them. Expectancy-value-cost model of motivation.

International Encyclopedia of Social and Behavioral Sciences, 8 , Hulleman, C. Student motivation: Current theories, constructs, and interventions within an expectancy-value framework.

Lipnevich et al. Switzerland: Springer International Publishing. Attention refers to getting and sustaining student attention and directing attention to the appropriate stimuli. Confidence includes helping students believe that some level of success is possible if effort is exerted. Satisfaction is attained by helping students feel good about their accomplishments and allowing them to exert some degree of control over the learning experience. To use the ARCS instructional design model, these steps can be followed: Define Classify the problem Analyze audience motivation Prepare motivational objectives i.

Present an example that does not seem to exemplify a given concept. Introduce two equally plausible facts or principles, only one of which can be true. Concreteness Show visual representations of any important object or set of ideas or relationships. Give examples of every instructionally important concept or principle. Use content-related anecdotes, case studies, biographies, etc. Variability In stand up delivery, vary the tone of your voice, and use body movement, pauses, and props.

Vary the format of instruction information presentation, practice, testing, etc. Vary the medium of instruction platform delivery, film, video, print, etc. Break up print materials by use of white space, visuals, tables, different typefaces, etc. Change the style of presentation humorous-serious, fast-slow, loud-soft, active-passive, etc.

Shift between student-instructor interaction and student-student interaction. Humor Where appropriate, use plays on words during redundant information presentation.

Use humorous introductions. Use humorous analogies to explain and summarize. Inquiry Use creativity techniques to have learners create unusual analogies and associations to the content.

Build in problem solving activities at regular interval. Give learners the opportunity to select topics, projects and assignments that appeal to their curiosity and need to explore. Participation Use games, role plays, or simulations that require learner participation. Use analogies familiar to the learner from past experience. Present Worth State explicitly the present intrinsic value of learning the content, as distinct from its value as a link to future goals.

Future Usefulness State explicitly how the instruction relates to future activities of the learner. Ask learners to relate the instruction to their own future goals future wheel.

Need Matching To enhance achievement striving behavior, provide opportunities to achieve standards of excellence under conditions of moderate risk. To make instruction responsive to the power motive, provide opportunities for responsibility, authority, and interpersonal influence. To satisfy the need for affiliation, establish trust and provide opportunities for no-risk, cooperative interaction.

Modeling Bring in alumni of the course as enthusiastic guest lecturers. In a self-paced course, use those who finish first as deputy tutors. Model enthusiasm for the subject taught. Choice Provide meaningful alternative methods for accomplishing a goal. Confidence Strategies Learning Requirements Incorporate clearly stated, appealing learning goals into instructional materials. Provide self-evaluation tools which are based on clearly stated goals.

Explain the criteria for evaluation of performance. Expectations Include statements about the likelihood of success with given amounts of effort and ability. Teach students how to develop a plan of work that will result in goal accomplishment.

Help students set realistic goals. Attributions Attribute student success to effort rather than luck or ease of task when appropriate i. Effectiveness of motivational interviewing interventions for adolescent substance use behavior change: A meta-analytic review.

Journal of consulting and clinical psychology , 79 4 , Langberg, J. School Psychology Review , 41, Lundahl, B. A meta-analysis of motivational interviewing: Twenty-five years of empirical studies.

Research on Social Work Practice , 20 2 , — Madison, M. Training in motivational interviewing: A systematic review. Journal of Substance Abuse Treatment , 36 , — McQuillin, S. Brief instrumental school-based mentoring for middle school students: Theory and impact.

Advances in School Mental Health Promotion , 9 2 , 73— Brief instrumental school-based mentoring for first and second year middle school students: A randomized evaluation. Journal of Community Psychology , 43 , — Miller, W.

Motivational Interviewing: Helping people change 3rd ed. New York, NY: Guilford. Reich, C. A motivational interviewing intervention for the classroom.