ELT News Think Tank

Panelists: Chuck | Marc | Peter | Curtis
Date: January 2003

Topic: "How can we empower and motivate students?"

Chuck Sandy

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Still, what educators and parents and sometimes politicians most often mean when talking about the lack of motivation in others is:

"We've got to get these people to see things our way and do what we know is best for them."

Often, of course, most people actually have no idea what's best for anyone, let alone themselves, and as we all know, what's best for everyone is not something most people truly want to be a part of, because well, they're interested in other things. Moreover, whatever it is they're being forced to do - in ways they'd rather not and perhaps even can't manage - is keeping them from doing those things they'd rather do, in ways they can.

This is why those who seem most "unmotivated" most often rebel against "the system" in quiet and not so quiet ways: suddenly -- as in all at once deciding, "I'm not coming back tomorrow" - or slowly - as in over the course of a semester or adolescence realizing that, "once this is over, I'm out of here." They spin out of control, off into some other orbit, or else crash and even burn.

What can be done to prevent this? How can we avoid having these people become the black holes of the classroom or family or nation? It's simple: put them on a very long tether, long enough to let them explore their own universe, but not quite long enough to let them get lost in that space. Then, make them realize you believe their universe is a valid place, worth exploring.

How do you do that? You pay attention to who they are and take their lives seriously. Then you believe in their potential and demonstrate that, visibly. In a culture where taking someone's (and even our own) internal universe seriously is increasingly rare, you just might be the only person who's ever done such a thing for them. Result: interest increase in motivation.

Now, if you think this sounds like just so much humanist babble, nice in theory but difficult in practice, then you're like most people, and like most people you'll probably be resistant to this, but I'd like to give you a challenge:

Pick your most difficult, most unmotivated student, walk into class tomorrow and, if he or she is there, find something to compliment him or her on. All you have to do is say, "Hey, nice haircut!" or "I've always wanted a leather jacket like that." If you can't quite bring yourself to genuinely make such a compliment, ask a question: "Does it hurt to get your nose pierced like that?" or "You look really tired. Were you up all night?" Then listen. That's it. Go on about your business in class, but when it's over say, "would you like to get a cup of coffee?" and then if appropriate to whatever you've learned, simply ask, "Would you like to talk about it?" Then listen, carefully. If coffee or lunch is too much, just stand in the hallway talking and listening. That's it. Then repeat this process over the next few class meetings. I guarantee you'll start to notice a change.

If you're interested, there are several other easy and practical suggestions to try out. They will increase "motivation" and don't take much effort, but they may require some rewiring on your part. If you're already practicing such things, feel free to skip ahead or else just go and --

• Open your office door if you have one. Keep it open. Get a coffee maker and teapot. Invest in some snacks. When you see your "troublesome" students walk by, invite them in. Stop whatever you're doing. Talk and listen. Encourage.
• Start coming to class a few minutes early and staying a few minutes late - just to chat. Make a point of sitting down with your "worst" students. Tell them about your bad day, how hard it is for you to get up in the morning, how you're tired because you were up late surfing the Internet or because you had an argument with your partner. Refer to that person by name, as if these students of yours were part of your life. Do this often enough and they will be.
• That worst student you complimented? The one you're now chatting with and inviting into your office? Find out what interests this person most. Ask questions about this thing. Learn what you can. Pay attention. Then, the next time you see your student, casually give him or her something related to this - an article on the topic, a book you happen to have, a web address, or best yet, an introduction to someone else interested in the same thing. Great if it's one of your other students. Better yet if it's one of your friends.
• Find a way to make this interest part of your student's academic life. In a language school, bring in an article with activities on the topic and have everybody in class learn about it. Make your "problem" student a resource, by saying, "Well, I don't know very much about this topic, but Hiroki does." In a high school or university context, make sure your Hiroki writes his report or thesis on some aspect of this central interest of his life. Then just say things like, "I didn't know that. Can you find out more?" or better yet, "Here's this article I found. Do you think it's related?" Often the articles I find for my students make them think I'm clueless, they're so off the mark. But then they get the pleasure of telling me why and pointing me in the right direction. Instant motivation and empowerment.

I almost guarantee that if you do these things, you'll find that your problem student will start to shine. Do these things for your whole class, and you'll find, like me, that this is basically all you have to do. Everything else will fall into place and you won't even need to think about such big words as empowerment and self-actualization. In the process, like me, you'll likely even become more motivated.

There's one more thing, and this takes some practice and effort, but is more worthwhile than anything else you can do as a teacher: believe that all of your students are not only capable of learning, but capable of excelling. Then, simply expect this of each one of them, in their own way. Value and show interest in everyone's personal universe, give people a lot of latitude on that long tether, but let no one off easy. Humanism doesn't mean just sitting in circles and feeling good about each other - though that's not a bad thing. What humanism in education means is first helping people realize they have potential, and then leading them in the direction of reaching it. That's a lot of work, but it's the real work.

I've said elsewhere that teaching is a messy human business. That's certainly true, but that's what also makes it a joy. I've said here that this is something that's taken me a bunch of schools and years to learn. Now, I'll just simplify it for you:

Motivation and empowerment, education and learning: it's not about technique or method or research or theory. It's about the human universe. It's as simple and as complex as that.

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Panelists: Chuck | Marc | Peter | Curtis

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Chuck Sandy, Chubu University

Co-author of two series from CUP, Passages and Connect

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