What Happens When Positive Motivation Strategies are not Delivered with Fidelity

What Happens When Positive Motivation Strategies are not Delivered with Fidelity

When a teacher does not use positive motivation strategies effectively, they are not communicating clear learning and behaviour goals and standards, and are not involving students in setting, reaching and celebrating progress and mastery. In this case, the teacher may instead be:

• communicating that there is no standard for work or that this standard is constantly changing.
• communicating that the students’ input is not important and that the rewards in the classroom are arbitrary or non-existent.
• focusing on goals that are not intrinsically motivating to students, which does not motivate students to work towards or value those goals.
• focusing on negative behaviours so much that learning is not happening, as students attempt to avoid completing work that is not connected to a learning goal.  

The Problem is Compounded  

Teachers who do not have a strategy for positive motivation are not able to engage students in learning or instil confidence and self-efficacy. The classroom is not a happy place that celebrates learning. Instead, teachers are trying to teach each lesson while managing negative behaviours.  

Furthermore, teachers are not communicating a clear end goal, which leaves students feeling like the content presented is not part of a larger goal. Students do not develop motivation and are not able to identify how they are progressing. 

Students 

When positive motivation strategies are not used effectively, students:  

• are not confident, engaged learners and do not display appropriate behaviour 
• are not engaged and do not participate in lessons  
• do not celebrate positive outcomes.  

Teachers  

When teachers do not use positive motivation strategies, they:  

• do not contribute to building a high-expectations school  
• do not celebrate with students 
• do not set or meet lesson progression goals.