I wholeheartedly support intrinsic motivation. Not just for students, but also for all
people: I hope that each person can come to understand intrinsically that all activities of learning
are delightful “for the enjoyment it provides, the learning it permits, or the feelings of
accomplishment it evokes” (McCullough, pg. 113). Helping students “grow into all God intends
them to be” is a deep and powerful calling. That extends into helping them to love the art of
learning. The simple foundation of intrinsic motivation in learning will carry students far into
life, because there is so much to learn.
I do believe extrinsic motivation can be a springboard for students to start to learn and
become motivated intrinsically. A good blend would be positive reinforcement and
encouragement in every assignment. Simple star sticker charts could motivate the extrinsically
motivated student by getting a sticker, and the intrinsically motivated student could see the
progress that they are making. Keep students connected in an organized, goal-oriented classroom
can enrich a student’s motivation (McCullough, pg. 122,123).
Each student has different intelligence levels along with learning styles. McCullough
notes some neat strategies that can encompass and utilize other students as well as teachers skills
to help each student succeed and develop their individual education; team teaching, peer
tutoring, and individualized instruction are a few examples. I’ve never heard of team teaching
before, but I think it can be a neat way to encourage extrinsically motivated students by one
teacher actively giving high fives for students answering questions, and also encouraging the
intrinsically motivated student by prompting further questions to help challenge them deeper.
Peer tutoring is a neat way for students to encourage other students, motivating each other. I
think this is a very resourceful way to allow for students to be Christ like to one another and
establish positive relationships. Finally, individualized learning is the most beneficial learning in
my opinion. To tailor students learning styles also means that there is the ability to transition
from extrinsic motivation to intrinsic motivation, if the student isn’t already intrinsically
motivated. This could be represented in a reading program or specific time that is set-aside for
each student to meet with the teacher during the day.
“We must help students move beyond valuing only what they like and what they are already
good at” (McCullough, pg. 126)
Works Cited
McCullough, Joy D. (2008). Kingdom living in the classroom. Purposeful Design Publications,
Colorado Springs, Colorado
