Title of the essay:
How can teachers motivate pupils who find learning difficult?
Exam candidate number: FVWV0
Word count: 2288
Abstract
Motivating pupils who find learning difficult could be considered a teacher’s most
fundamental task, due to the role of educational settings as primary environments
within pupils’ socialization and development. The current essay aims to explore the
practical implementation of several empirically supported approaches to increasing
motivation. This is done by considering the teacher-pupil communication and the
content and context of pupils’ motives for learning. Moreover, the importance of
possible developmental and cultural bases for individual differences in motivation is
highlighted. Future research may aim to integrate motivational models within the
educational field while adopting an ecological-systems perspective, in order to inform
more complete and effective teachers’ interventions.
, 2
Question 3. FVWV0
Overcoming or ameliorating pupils’ learning difficulties within the educational
system is of tremendous importance, as it impacts on their mental and emotional
development, as well as on the future course of their lives. However, these difficulties
are hard to address, especially in low achieving pupils. This is reflected by the
commonly mentioned phenomenon of a “tail of underachievement”, whereby children
who underperform in school also seem to be the hardest to motivate academically
(Frederickson, Miller & Cline, 2008; Masters, 2016). The current essay outlines
several approaches to motivating pupils, with the practical goal of inducing an optimal
level of intrinsic motivation and self-regulated behaviour, within an individuated
approach. It is argued that this may be done effectively by considering the
effectiveness of teacher-pupil communication, the cognitive and affective elements
associated with motivation and classroom diversity.
Firstly, an essential step in reaching and motivating children who find
learning difficult is ensuring appropriate teacher-student communication. Research
suggests that particularly within the early years of education, the differences between
children’s home environment and the more demanding school environment may limit
their interactions with the teacher and the involvement with the curriculum
(Frederickson, Miller & Cline, 2008). This limitation may represent an important
source of individual differences in motivation and performance, highlighting the
importance of appropriate communication strategies. For example, Gregory (2005)
argued that such strategies could include the use of ‘playful talk’ within the home
environment, which teachers may suggest to parents when their pupils are enrolled
in their first years of school. Moreover, studies endorse teacher’s use of open-ended
questions within the class, arguing that this communication strategy may encourage
pupils’ participation and sustained shared thinking within the classroom (Siraj-
Blatchford, Muttock, Sylva, Gilden & Bell, 2002). The direct link between the teacher-
student communication, motivation and performance is explicitly highlighted, for
2
How can teachers motivate pupils who find learning difficult?
Exam candidate number: FVWV0
Word count: 2288
Abstract
Motivating pupils who find learning difficult could be considered a teacher’s most
fundamental task, due to the role of educational settings as primary environments
within pupils’ socialization and development. The current essay aims to explore the
practical implementation of several empirically supported approaches to increasing
motivation. This is done by considering the teacher-pupil communication and the
content and context of pupils’ motives for learning. Moreover, the importance of
possible developmental and cultural bases for individual differences in motivation is
highlighted. Future research may aim to integrate motivational models within the
educational field while adopting an ecological-systems perspective, in order to inform
more complete and effective teachers’ interventions.
, 2
Question 3. FVWV0
Overcoming or ameliorating pupils’ learning difficulties within the educational
system is of tremendous importance, as it impacts on their mental and emotional
development, as well as on the future course of their lives. However, these difficulties
are hard to address, especially in low achieving pupils. This is reflected by the
commonly mentioned phenomenon of a “tail of underachievement”, whereby children
who underperform in school also seem to be the hardest to motivate academically
(Frederickson, Miller & Cline, 2008; Masters, 2016). The current essay outlines
several approaches to motivating pupils, with the practical goal of inducing an optimal
level of intrinsic motivation and self-regulated behaviour, within an individuated
approach. It is argued that this may be done effectively by considering the
effectiveness of teacher-pupil communication, the cognitive and affective elements
associated with motivation and classroom diversity.
Firstly, an essential step in reaching and motivating children who find
learning difficult is ensuring appropriate teacher-student communication. Research
suggests that particularly within the early years of education, the differences between
children’s home environment and the more demanding school environment may limit
their interactions with the teacher and the involvement with the curriculum
(Frederickson, Miller & Cline, 2008). This limitation may represent an important
source of individual differences in motivation and performance, highlighting the
importance of appropriate communication strategies. For example, Gregory (2005)
argued that such strategies could include the use of ‘playful talk’ within the home
environment, which teachers may suggest to parents when their pupils are enrolled
in their first years of school. Moreover, studies endorse teacher’s use of open-ended
questions within the class, arguing that this communication strategy may encourage
pupils’ participation and sustained shared thinking within the classroom (Siraj-
Blatchford, Muttock, Sylva, Gilden & Bell, 2002). The direct link between the teacher-
student communication, motivation and performance is explicitly highlighted, for
2
