REFERENCES:

https://www.researchgate.net/publication/
368236367_Teachers'_authentic_strategies_to_support_student_motivation
Teachers’ authentic strategies to support student motivation.
Front. Educ., 02 February 2023
Sec. Educational Psychology (Amanda Radil, Lauren Goegan, Lia Daniels)

STUDENTS SELF-REGULATED LEARNING

Teachers described how helping students develop self-regulated learning can be used as a
motivational strategy. For example, teachers focused on equipping students with specific skills
such as “self-assessing current behaviors, work, and results” that they viewed would in turn help
motivate the student. Teachers also described how “encouraging students to look critically [at]
what they are participating in” can be used as a motivational strategy. Finally, teachers described
these aims as eventually contributing to students’ capacity to take on these tasks themselves by
supporting students to “build their confidence in their own abilities.”
DIFFERENTIATED TASKS
Teachers listed a variety of ways they shaped the delivery of their content to motivate their
students. These strategies included “[implementing] differentiated tasks,” “construct[ing]
interactive activities,” and “try[ing] to offer as many [hands]-on activities as I can.” Teachers
also reported specific strategies to sustain the motivation that students bring to class themselves.
For example, one teacher wrote “If a student makes a point about something, I’ll try to match it
with research or an article that furthers their understanding about that point.”

VARIETY OF MEDIA
Teachers also noted using a variety of media and teaching techniques in their practice to help
motivate students including “technology, small-group learning, learning centers, and in-class
discussions,” or “DVDs, corny YouTube videos, and music.”
REWARDS
Teachers listed a variety of accolades, both tangible and intangible, as part of their motivational
strategies. Numerous teachers described using point systems to motivate students. For some
teachers, points were used to create “a competition with others in the class” whereas for others
the points served more an individual function – for example “[it] is obvious that it is an internal
reward for them because they often call out proudly how many points they have.” Teachers
rewarded students with things other than points. For example, teachers noted “reward[ing]
success with recognition and calls home,” and “[taking] time to point out instances of good”
student outcomes that they wanted other students to model.

The school and students' success in terms of learning progress lies in the awareness and
leadership of the teacher in delivering the programs. The teacher then is expected to initiate
techniques and strategies that create a meaningful and favorable atmosphere in which the
educational process is successfully taking place (Ramos et al., 2021)
Rojo-Ramos, J., Manzano-Redondo, F., Barrios-Fernandez, S., Garcia-Gordillo, M. A., &
Adsuar, J. C. (2021). A descriptive study of specialist and non-specialist teachers’ preparation
towards educational inclusion. International Journal of Environmental Research and Public
Health, 18(14), 7428

It is the theory that they can develop ability and performance through fostering a positive
environment. The opposite of a fixed mindset is a person's talents are already fixed from birth.
Developing a growth mindset is essential because it positively encourages us to see new
challenges. It involves praising effort rather than just focusing on outcomes (Balchin et al.,
2019)
Balchin, N., Booth, D., & te Velde, D. W. (2019). How economic transformation happens at the
sector level: evidence from Africa and Asia. ODI Report

LOCAL
 Motivational Strategies of Teachers in Relation To Learners’ Academic Performance,
January 2022 (rexomar Perez, Analyn Pulana)
 https://www.researchgate.net/publication/
363038170_Motivational_Strategies_of_Teachers_in_Relation_To_Learners
%27_Academic_Performance


Lastly, learners are unaffected by their teachers’ motivational strategies. It shows that many of
the respondents have an independent mindset regarding how they perform in school as learners.
This kind of independence among learners can be attributed to their affinity to digital platforms
where they can freely access bodies of knowledge without mainly waiting for their teachers.
The teacher must keenly observe learners’ performance to determine who and when to use
differentiated instruction. Another activity is group competition within the class. Dividing the
class into groups and the subject teacher shall act as the moderator. Groups shall be given tasks,
and the output must be graded to teach learners the importance of the so-called
"Responsibility. “Also, it would be helpful to allow learners to suggest discussion topics and how
they want the class to proceed. Perhaps they want to sit in a circular-arranged chair with the
teacher at the center or suggest preparing visuals (per group) on the topic to be discussed. And
many others. The primary purpose of making learners feel empowered is to keep them engaged.
The School Head must take the lead in identifying other effective motivational strategies that
will share with all teachers.

https://research.com/education/motivating-and-engaging-students
According to EdWeek Research Center in 2021, 87% of the students are less motivated, 8% has
no change, and only 5% are mnotivated.
According to Legal Reader, 2020. Social Media Usage.
90-100% of students use Facebook, 80-90% use youtube and Instagram, and 10% use LinkedIn
in America, 2020.

9 Principles Of Student Engagement In A Virtual Classroom

https://www.teachthought.com/technology/student-engagement-virtual/#google_vignette
by Terry Heick

 Not every student will be motivated by the same thing. Student ‘engagement’ is generally
thought of in terms of cognitive engagement but cognitive engagement proceeds
motivation.
 Other principles of student engagement in a virtual classroom include feedback loops,
gamification, curriculum design, instructional design, data quality and forms, and more.
