essay on do grades encourage students to learn

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IELTS Writing Task 2

You should spend about 40 minutes on this task.

Grades (marks) encourage students to learn. Do you agree or disagree with this statement? Use specific reasons and examples to support your opinion.

Write at least 250 words.

😩 Feeling stuck? View sample answers below ⬇️ or get another random Task 2 topic.

🤩 Sample answers

Model essay #1:, grades (marks) encourage students to learn. do you agree or disagree with this statement.

I totally agree that grades can motivate students to learn. When students receive good grades, it boosts their confidence and encourages them to keep learning and improving. It gives them a sense of accomplishment and makes them feel that their efforts are paying off.

For instance, in my own experience, when I received high grades in my exams, I felt proud of my hard work and was motivated to continue studying. I was more eager to participate in class discussions, complete assignments, and engage in further reading. Good grades also opened up opportunities for me, such as scholarships and academic recognition, which further motivated me to excel in my studies.

On the other hand, some argue that grades create unnecessary pressure and competition among students, leading to stress and anxiety. However, I believe that healthy competition can be beneficial as it pushes students to strive for excellence and work harder. It also prepares them for the challenges they may face in their future careers where performance evaluations are common.

In conclusion, while some may argue that grades can have negative effects, I believe that they play a crucial role in motivating students to learn and achieve their full potential. When used constructively, grades can serve as a valuable tool to encourage students to excel in their studies and develop a lifelong love for learning.

Model Essay #2:

I disagree with the statement that grades encourage students to learn. In fact, I believe that grades can often have a negative impact on students' motivation to learn. When students focus solely on achieving high grades, they may prioritize rote memorization and exam performance over true understanding and critical thinking skills.

For example, many students may resort to memorizing information just to score well on tests, without actually comprehending the material. This hinders their ability to apply knowledge in real-life situations and stifles their curiosity and creativity. Additionally, the fear of receiving low grades can lead to stress and anxiety, creating a negative learning environment.

Furthermore, grades can foster an unhealthy sense of competition among students, leading to a lack of collaboration and support for one another. Rather than working together to learn and grow, students may become solely focused on outperforming their peers, which can be detrimental to their overall development.

In conclusion, while grades are intended to measure academic performance, they can inadvertently hinder students' genuine desire to learn and understand. It is essential to consider alternative methods of assessment that focus on holistic learning and skill development rather than just grades. Encouraging a love for learning and fostering a growth mindset should be the primary goal of education, rather than solely emphasizing grades.

Model Essay #3:

I agree that grades can encourage students to learn. Grades act as a form of motivation for students to put effort into their studies. When students know that their performance will be evaluated and graded, they are more likely to work hard and strive for good grades. For example, in a study conducted by a university, it was found that students who were given grades showed higher levels of engagement and effort in their studies compared to those who were not given any grades.

Additionally, grades provide a clear indication of a student's academic progress. They serve as a feedback mechanism, allowing students to understand their strengths and weaknesses in different subjects. This feedback can help students identify the areas where they need to improve and focus their efforts accordingly. For instance, if a student receives a low grade in mathematics, they are more likely to seek extra help or practice more to improve their understanding of the subject.

Moreover, grades can also create a sense of healthy competition among students. When students see their peers achieving high grades, it motivates them to work harder and strive for similar success. This healthy competition can foster a positive learning environment and encourage students to push their boundaries and excel in their studies.

However, it is important to note that while grades can be a motivating factor for many students, they should not be the sole measure of a student's abilities. It is crucial for educators to provide constructive feedback and support to students, helping them understand that learning is a continuous process and that grades do not define their worth as individuals.

In conclusion, grades play a significant role in encouraging students to learn by serving as a source of motivation, providing feedback, and fostering healthy competition. While grades are important, it is essential for educators to balance their approach by providing holistic support to students in their learning journey.

Model Essay #4:

I disagree with the statement that grades encourage students to learn. While grades are often seen as a form of motivation, they can also have detrimental effects on a student's learning experience. Instead of fostering genuine interest in learning, grades can lead to a focus on achieving high scores rather than understanding the subject matter.

Firstly, the pressure of obtaining good grades can lead to stress and anxiety among students. In a survey conducted by a school, it was found that a significant number of students reported feeling overwhelmed and anxious due to the emphasis on grades. This stress can hinder their ability to absorb and retain information, ultimately impeding their learning process.

Furthermore, the pursuit of high grades can lead to a culture of academic dishonesty. Students may resort to cheating or plagiarism in order to maintain a high GPA, compromising the integrity of their learning. This undermines the purpose of education, which should be focused on acquiring knowledge and skills rather than simply achieving high marks.

Moreover, grades can be demotivating for students who struggle to meet academic expectations. When students consistently receive low grades, they may develop a sense of inadequacy and lose confidence in their abilities. This can have long-term effects on their attitude towards learning and their overall academic performance.

In conclusion, while grades are intended to motivate students, they can have negative consequences on their learning experience. Instead of promoting genuine interest and understanding, the focus on grades can lead to stress, academic dishonesty, and demotivation. It is important for educators to consider alternative methods of assessment and provide support to students beyond the scope of grades.

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essay on do grades encourage students to learn

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Sample toefl agree/disagree essay – do grades encourage students to work hard, the question.

Students who are given grades work harder than those who do not. Do you agree or disagree? Use specific reasons and examples to support your opinion.

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The Sample TOEFL Essay

It is critically important that students work as hard as possible when they are at school. Personally, I believe that teachers can motivate students to work hard by giving them grades. I feel this way for two reasons, which I will explore in the following essay.

To begin with, students who are graded achieve more comprehensive knowledge of academic subjects. When a student has an opportunity to earn grades, he will spend more time working on his assignments and will therefore absorb more information and will achieve more comprehension. On the other hand, students who do not have to worry about their grades won’t work very hard and will only superficially understand their subjects. My own experience as a student is a compelling example of this. During my sophomore year I had to complete a major assignment in a political science class I was taking. According to the course syllabus, the assignment would make up about half of my total grade in the class, so I approached my work with diligence and care. I wrote an amazing speech and spent hours preparing for every possible question my classmates might think of. If the presentation had not been graded, I would not have spent so much time preparing for it. I am sure that students all over the world today are motivated to work hard by the chance to achieve high grades from their professors.

Secondly, grades motivate students because they are a way to determine which people in a group are objectively most intelligent. Grades are assigned in a systematic way, so they clearly demonstrate which students in a class are the best and brightest. For example, in my freshman year I took a literature class where students merely got a “pass” or “fail” at the end. Since only a moderate amount of effort was required to pass the class, I completed my assignments and presentations quite halfheartedly. In contrast, when I took a graded class on the same subject in my junior year, I spent hours in the library researching my papers so that I could show my professors that I was intellectually superior to my classmates. This may appear somewhat shallow, but in today’s competitive academic environment it is absolutely necessary for people to distinguish themselves.

In conclusion, I strongly believe that grades encourage students to learn. This is because they force students to learn as much as possible, and because they give young learners a way to distinguish themselves from their peers. (412 words)

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Why Grade? Thinking Differently About How to Help Students Learn

April 25, 2023
vol 69 issue 32
Talk About Teaching & Learning

Ameena Ghaffar-Kucher

Why do we grade students? Is it to collect evidence that learning has occurred? Is it to convey information about student achievement? And the real question is: are grades the best way to convey this information? Certainly, grades are convenient—they quickly signal something to students, but mounting evidence shows that they actually reduce rather than contribute to learning.

The idea that grades do not necessarily reflect learning unsettles most of the colleagues with whom I’ve shared my thoughts on the futility of grades—in fact, it unsettles my students as well. So what do I use instead of numerical feedback or letter grades? The answer is simple: written (and sometimes verbal) feedback. How is this any different from grading? When feedback comes with a grade attached, students tend to ignore the feedback and go straight to the grade. Even if they do read the feedback, they’re focused on the grade. If it’s an A, they feel like there’s nothing more they need to do to improve; if it’s anything less than that, then they sometimes feel defeated. When there is no grading scale, just like in life, they have to interpret the feedback to make sense of it.

My shift away from grades is an outcome of my teaching at the graduate level over the last 15 years. I have found that no matter how much I scaffold instruction or explicitly state my expectations, students often seem very stressed and more worried about getting an A than actually learning from the assignment. For example, in one of my courses in the International Educational Development Program, one of the first assignments students must complete is writing a concept note that outlines a project in response to a request for proposals. Most of my incoming students have never heard of the term concept note, let alone written one. Despite providing step by step guidance, students often do poorly the first time around. When I used to attach grades, many were quite disheartened with the “low grade” they received (they mostly received Bs but in an era of grade inflation, a B often feels like a D). Most were writing a concept note for the very first time and found writing complex ideas concisely to be a daunting challenge. It felt unfair to grade students on something they were still in the throes of learning. So I removed grades from the equation. I now tell students that for this assignment, all they need to do is try their best and to submit a complete assignment as per the given parameters. If they do that, they will get full credit (assignments are still assigned traditional values that add up to the final typical grading scales for the course where 90s = A range; 80s = B range; etc).

In removing actual grades from the assignment, the change in attitudes and quality is astounding. Instead of a fear of not getting it and doing poorly, students are able to focus more on actually completing the assignment successfully. In other words, the shift in my own grading behavior shifted something in my students. While I thought I was just being a caring teacher, I soon learned that in fact, there is an entire movement in education that removes grades as the main form of assessment. It’s called ungrading.

In a nutshell, ungrading decenters grades. Students will still get a grade at the end of the course and that grade appears on their transcript, but instead of focusing on grades throughout the semester on individual assignments, the focus is on learning, reflection, and growth.

There are many ways to decenter grades and to be quite frank, I’m still figuring it out. I start the first day of class with a conversation about how the students will be assessed. I explain that they will not receive letter or numerical grades on their assignments; instead, their work will be assessed on a complete/incomplete basis (an option within Canvas, the course management system most of us use at Penn). If work is complete, they receive full credit. For example, a mid-term might account for 25% of the final course grade. In addition to getting a complete checkmark, students are given written feedback that explains the strengths and weaknesses of their assignment.

Providing feedback—written or verbal—is essential. This allows students to self-assess as to “how they did,” and it allows them to learn more from the process. Not surprisingly, every year, students tell me that once they have gotten over the initial shock of not receiving a grade, they felt liberated; they’ve taken more risks in my class and worked harder because they feel supported to learn rather than to earn a particular grade. I once had a student take the harder option between two essay choices. She didn’t do a very good job on her essay but she learned from my feedback where she went wrong and understood how to get better at writing such an essay in the future. Because she knew she would get full credit as long as the work was complete, she was willing to take the risk—even though she in some sense “failed” the assignment. Again, my point is, she learned more because she felt that taking a risk would not have a penalty. If anything, it was a rewarding experience. This can best be expressed by her own words:

Being in an ungraded class was unsettling in the beginning but I am glad it is! I took so many risks and failed! This is the first time in my life I am learning what I want to rather than what is expected of me or what my parents want. Thank you for making the class a safe space to learn.

This perhaps is my reason for being a passionate advocate of ungrading: Through risk taking (and sometimes failing) students actually learn more. Part of it is because they are less stressed about grades and can focus more on what they should take away from the assignment rather than how they will be valued or compared to peers. But part of it is also that we are primed to learn through failure. Allowing students to fail without penalizing them results in better learning.

Not only does this change the focus from grades to learning, it also levels the playing field for students with different educational histories and backgrounds. Since the focus is on “completion” rather than an individual’s views on what constitutes an A assignment, it removes a great deal of stress for all students and quite frankly, from faculty too. Stress is further reduced with optional deadlines—with a caveat. Students can submit work past the suggested deadline with no grade penalty but they do not receive written feedback. Students quickly learn the importance of feedback and so the vast majority do submit on time.

I do acknowledge that ungrading may look different in different subjects; at the same time, I believe that within every subject, there are elements where ungrading can be used, especially for assignments where learning is at the nascent stages and we cannot expect mastery on the first go.

Higher education is the most diverse and interesting it’s ever been—but with such a diverse set of students, we need to rethink how we assess our students’ learning to ensure that everyone is getting what they need from their education. Ungrading helps my students focus on feedback and learning—which is the heart of what assessment is about.

Ameena Ghaffar-Kucher is a senior lecturer in the literacy, culture, and international education division and the Director of the International Educational Development Program in the Graduate School of Education.

This essay continues the series that began in the fall of 1994 as the joint creation of the College of Arts and Sciences, the Center for Teaching and Learning and the Lindback Society for Distinguished Teaching.

See https://almanac.upenn.edu/talk-about-teaching-and-learning-archive for previous essays.

Do you agree or disagree? Grades encourage students to learn. Use specific reasons and examples to support your opinion.

Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Writing9 with appropriate and specific direction to the original content.

Include an introduction and conclusion

A conclusion is essential for IELTS writing task 2. It is more important than most people realise. You will be penalised for missing a conclusion in your IELTS essay.

The easiest paragraph to write in an essay is the conclusion paragraph. This is because the paragraph mostly contains information that has already been presented in the essay – it is just the repetition of some information written in the introduction paragraph and supporting paragraphs.

The conclusion paragraph only has 3 sentences:

Restatement of thesis
Prediction or recommendation

To summarize, a robotic teacher does not have the necessary disciple to properly give instructions to students and actually works to retard the ability of a student to comprehend new lessons. Therefore, it is clear that the idea of running a classroom completely by a machine cannot be supported. After thorough analysis on this subject, it is predicted that the adverse effects of the debate over technology-driven teaching will always be greater than the positive effects, and because of this, classroom teachers will never be substituted for technology.

Start your conclusion with a linking phrase. Here are some examples:

In conclusion
To conclude
To summarize
In a nutshell

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With the appearance of electronic devices such as computers and televisions, residents actually work out less which has negative effects on their health. Do you agree or disagree?

Some people believe that there should be fixed punishments for each type of crime. others, however, argue that the circumstances of an individual crime , and the motivation for commiting it, should always be taken into account when deciding on the punishment. discuss both these views and give your own opinion., this day too many people maintain their health by relying on doctor and medicine, rather than by following a health lifestyle. to what extent do you agree with this statement., a large company in your area has decided to spend a certain amount of money, either to sponsor a local children’s sports team for two years, or to pay for two open-air concerts. it has asked for feedback from the general public. write a letter to the company. in your letter, describe the benefits of sponsoring the sports team summarise the benefits of paying for the concerts say how you think the company should spend the money write at least 150 words. you do not need to write any addresses. begin your letter as follows: dear sir or madam,, in the future, nobody will buy printed newspapers or books because they will be able to read everything they want online without paying. to what extent do you agree or disagree with this statement.

Grades encourage students to learn

IELTS Writing Task 2

IELTS Writing Task 2 with sample answer.

You should spend about 40 minutes on this task.

Do you agree or disagree with the following statement?

Grades (marks) encourage students to learn.

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

Sample Answer: Grades have long been the primary mean of assessing students’ mastery. Many educators contend that grades motivate pupils to learn, while others hold the opposite. In the case, I am of my hones opinion that grades only lure students to learn to achieve a good mark but there is a gulf between test-oriented learning and true learning.

To start with, grades tend to decreased pupils’ interest in whatever they are learning. A grade orientation and learning orientation can be seemed to be inversely related. As far as I can tell that every study that has ever delved into the impact on intrinsic motivation of attaining grades or emphasize placed on only the importance of getting good grades has found a negative upshot. Let me clarify a bit more. Grades tend to create a predilection for the easiest possible tasks. Students intensely feel that what they are doing will be gauged by grades, and their response will likely be to avoid taking inessential intellectual risks. They all prefer shorter books or a project on an easy topic in order to ensure good grades. This is not because they are unenthusiastic, but because they are rational. They are responding to their parents, teachers who, by telling that the object is achieve a good mark, have conveyed the message that success matters more than learning. For example, I always was told that you had to achieve a good grade. Thereby, I only read what was necessary for receiving good grades. Now I can discern that I miss a lot of things to learn.

Similarly, grades also have negative impact on students’ thinking process. It abates the quality of students’ thinking. They only skim books for what they will need to know regarding grades. They are less likely to ponder, say, “How can we solve the problem?” than to ask” will this on the test?” For instance, I just contemplated on merely the topics what had chance to be on the test.

To wrap up, upon consideration of the above discussion, I remain steadfast in my belief that grades do not encourage true learn at all. We have to rethink the matter and should devise its solution.

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Opportunities and future success, conclusion: the vitality of grades in student development.

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The Role of Grades in Student Motivation and Academic Success essay

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Grades encourage students to learn

Do you agree or disagree with the following statement? Grades (marks) encourage students to learn.

Use specific reasons and examples to support your opinion.

You should write at least 250 words.

Sample Answer:

From my everyday experience and observation, I can stand that grades are very good indicators of knowledge. For several reasons that I will mention bellow, I believe that grades encourage students to learn.

First of all, grades show students’ knowledge. If a person gets a high grade on an exam it means that he understands that subject very well. Otherwise, if a student gets a low grade on an exam it means that he does not understand it completely. Personally, when I get a lower grade on an exam then I expected I know that I could be better prepared. So, next time I will spend more time and efforts to fix my lack of knowledge and do my best on the exam. In this case, low grades encourage me to learn more. I try to analyse my mistakes and avoid them next time. Also, I try to arrange my time more effectively. I know exactly that I can do better than that, so I collect all my strength and focus on the incoming exam. It is a new goal or obstacle that one should overcome in order to continue his path. When finally I get a higher grade on an exam I feel satisfaction and I am proud of myself. I think it is a great feeling. I feel stronger, more self-confident and patient. I think these qualities are essential for a person who wants to achieve something and succeed in the future.

Second, students have some kind of competition with each other for higher grades. When a student gets a higher grade then another one, the second student asks himself: “Why do not I have this grade? Is it something wrong with me? Is he better than me?” I think every student at least one time asked himself this question.

To sum up, I think there is no doubt that grades encourage students to learn, gain more experience, knowledge, be more self-confident and persistent. Moreover, I am sure that these small victories will help students to win and succeed in the future.

( Approximately348words)

(This model answer has been prepared by the site developer. However, please note that this is just one example out of many possible answers.You should be able to pick up the main points from this essay and organise in your own style)

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What Students Are Saying About What Motivates Them to Learn

Teenagers share what drives them in school: inspiring teachers, interesting classes, the feeling of accomplishment and more.

By The Learning Network

This week we asked students, “ What motivates you to learn? ” The question was inspired by an Opinion essay by Jonathan Malesic called “ The Key to Success in College Is So Simple, It’s Almost Never Mentioned .”

That key, says Mr. Malesic, who teaches writing at the University of Texas at Dallas, is “a simple willingness to learn.” He writes, “In more than 20 years of college teaching, I have seen that students who are open to new knowledge will learn. Students who aren’t won’t.”

We wanted to know what it was that got students to open up to new knowledge. They said great teachers, interactive classes, setting their own goals and having a genuine interest in a subject were all highly motivating. But many admitted that grades and getting into the colleges and careers of their choice were their main drivers, and they criticized the school system for being so “destination-focused” and quashing their curiosity with endless standardized tests. Read more about their motives below.

Thank you to all those who joined the conversation on our writing prompts this week, including students from Glenwood Springs High School in Glenwood Springs, Colo. ; Holicong Middle School in Buckingham, Pa. ; and Patrick Henry High School in Ashland, Va.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

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Opinion | 21st Century Skills

Grades fail at motivating students. intrinsic motivation works better., by tim klein may 21, 2020.

Benjavisa Ruangvaree Art / Shutterstock

This article is part of the report: Education in the Face of Unprecedented Challenges.

We are approaching the two month mark since schools shut their doors in response to COVID-19, and we are now entering a new phase in the learning process. Despite an optimistic start, educators and students alike are realizing that remote learning is not all that it’s cracked up to be .

When distance learning started it was a novelty for students; it was fun to sit at home and “go to school” without ever leaving the bed or getting out of their sweatpants. It was funny to see the inside of a teacher’s home through their zoom screen, proving that they do actually exist outside of the classroom.

That novelty has officially worn off. Zoom fatigue is real .

As bad as things are, it appears that things are going to get worse before they get better.

I have spoken with educators and students all over the world, from middle school teachers in Uruguay, to high school teachers in Australia to graduate professors at Columbia University, and they all are witnessing the same trend: Students are turning off their videos and microphones. They are disconnecting and disengaging . What makes this especially challenging is that the traditional ways schools have motivated students are no longer available.

Historically, we’ve mandated students attend school, but we’ve incentivized them to do well by rewarding them with grades, GPAs and class rankings. In a pre-COVID-19 world, the logic was simple: You get good grades to get into a good college.

But thanks to COVID-19, grades have suddenly lost their meaning.

In the past few months, many schools have changed their grading policy. Some have gone pass/fail, others have removed grades entirely. At some schools, student grades were frozen in time, pre-pandemic, regardless of the work they do.

All of these policies are the right thing to do; they show concern for the students and are an empathetic response to a terrible situation. They have also eliminated grades as a motivating factor to do well in school. If students aren’t rewarded with an A for their five paragraph essay, why write it? If they no longer want to go to college in a remote learning world, why should they push themselves to take AP Statistics?

Perhaps all this is for the best. Maybe we can finally ask the question: Have these strategies been working?

Letting Go of Grades

There is a long standing belief that grades are important because they motivate students to do the work. Take them away, and kids won’t do anything.

This sentiment is widely held, and accepted as a fact, yet there is little to no evidence or research that proves that grades make students learn more or work harder in school. In fact, there is ample evidence that grades actually do the opposite: They hurt academic motivation and inhibit learning .

Perhaps we shouldn’t be surprised that a majority of high school students were disengaged in school , even before COVID-19.

We have known things have been broken for a long time. Perhaps the decimation of our current academic model can finally provide the impetus we need to let go of outdated practices that don’t work, and embrace those that do. In short, rather than try to motivate students, we should be considering: what motivates them?

We can turn to motivational psychology for answers. Decades of research, led by Richard Ryan and Edward Deci , have shown that students work harder, learn more and are much more likely to thrive in school when they are intrinsically motivated and self-determined.

Tapping Into Intrinsic Motivation

Rather than focus on grades to motivate students, we should focus on these intrinsic motivators. Deci and Ryan’s framework for motivation, called Self Determination Theory , has identified three elements that foster intrinsic motivation: autonomy, competence and relatedness.

Autonomy simply means choice. Students need to feel like they are in control of their learning. They must be given meaningful choices or engaging tasks to choose from. We must shift from telling students what they should learn to empowering them to choose where to invest their time, such as giving them more independent projects that they can design themselves.

To cultivate autonomy we need to let students choose what they learn.

This means the autonomy of teachers will need to shift as well. They will need to transition from teaching students, to helping them facilitate their own learning.

Along with choice, students also need to develop competence. Schools must provide students the opportunity to learn new skills. Students have an innate desire to feel like they are growing, getting better and developing new abilities. To facilitate competence, schools need to shift the attention from specific content students should learn, to focusing on helping them build the skills they are motivated to learn.

A good place to start would be to help students identify the skills , they are motivated to learn and master. With this information, parents and teachers can then co-design projects that build such skills.

In other words, schools must shift from prioritizing content knowledge to skill development. As long as students are learning to communicate, collaborate and think critically, it doesn’t matter what they apply that to. Let them learn about video games, sports or how to make videos on YouTube. As long as they are learning skills it will prove valuable.

To cultivate competence we need to let students choose how they learn.

Finally, students need relatedness. They need a sense of belonging and meaningful connection. They need to feel like they are a valued part of a larger community. The way we provide this to students is by showing them they are respected and cared for. Research shows that when students feel respected and cared for, they in turn respect and care for people in their community.

We need to show kids that they matter more than their grades. This may mean that teachers may have to let go of a specific lesson plan or academic outcome, and focus on supporting their students.

Rather than asking, what should I teach my kids? Consider: How can I help them? What do they need in their lives right now—in school or otherwise—and how can I provide it to them?

When teachers fully invest in the holistic well-being of their students, those students will invest in the school community, whether physical or virtual, and they don’t need the carrot and stick of grades to care about their learning.

The COVID-19 pandemic has wreaked havoc on the country, the world and the education system. However, it provides us an opportunity to let go of old practices that we know don’t motivate kids or improve learning, and embrace the evidence-based strategies that do.

This will not be easy and there will be a steep-learning curve to make this shift. But, we live in a difficult world already; we might as well invest in practices that will set our kids up for success in the future.

This story is part of an EdSurge Research series about how school communities across the country are connecting research and practice. These stories are made publicly available with support from the Chan Zuckerberg Initiative . EdSurge maintains editorial control over all content. (Read our ethics statement here .) This work is licensed under a CC BY-NC-ND 4.0 .

Tim Klein ( @WeLearnedToday ) is the project lead for the True North Program at Boston College.

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How to Motivate Students: 12 Classroom Tips & Examples

Inspire. Instill drive. Incite excitement. Stimulate curiosity.

These are all common goals for many educators. However, what can you do if your students lack motivation? How do you light that fire and keep it from burning out?

This article will explain and provide examples of both intrinsic and extrinsic motivation in the classroom. Further, we will provide actionable methods to use right now in your classroom to motivate the difficult to motivate. Let’s get started!

Before you continue, we thought you might like to download our three Positive Education Exercises for free . These ready-made tools are perfect for enhancing your teaching approach, making it easier to engage students in meaningful, student-centered learning.

This Article Contains:

The science of motivation explained, how to motivate students in the classroom, 9 ways teachers can motivate students, encouraging students to ask questions: 3 tips, motivating students in online classes, helpful resources from positivepsychology.com, a take-home message.

Goal-directed activities are started and sustained by motivation. “Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation” (Schunk & DiBenedetto, 2020). There are two types of motivation: intrinsic and extrinsic.

Intrinsic motivation is internal to a person.

For example, you may be motivated to achieve satisfactory grades in a foreign language course because you genuinely want to become fluent in the language. Students like this are motivated by their interest, enjoyment, or satisfaction from learning the material.

Not surprisingly, intrinsic motivation is congruous with higher performance and predicts student performance and higher achievement (Ryan & Deci, 2020).

Extrinsic motivation is derived from a more external source and involves a contingent reward (Benabou & Tirole, 2003).

For example, a student may be motivated to achieve satisfactory grades in a foreign language course because they receive a tangible reward or compliments for good grades. Their motivation is fueled by earning external rewards or avoiding punishments. Rewards may even include approval from others, such as parents or teachers.

Self-determination theory addresses the why of behavior and asserts that there are various motivation types that lie on a continuum, including external motivation, internal motivation, and amotivation (Sheehan et al., 2018).

Relatedness

Student autonomy is the ownership they take of their learning or initiative.

Generate students’ autonomy by involving them in decision-making. Try blended learning, which combines whole class lessons with independent learning. Teach accountability by holding students accountable and modeling and thinking aloud your own accountability.

In addressing competence, students must feel that they can succeed and grow. Assisting students in developing their self-esteem is critical. Help students see their strengths and refer to their strengths often. Promote a kid’s growth mindset .

Relatedness refers to the students’ sense of belonging and connection. Build this by establishing relationships. Facilitate peer connections by using team-building exercises and encouraging collaborative learning. Develop your own relationship with each student. Explore student interests to develop common ground.

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Motivating students while teaching a subject and providing classroom management is definitely a juggling act. Try introducing a few of the suggestions below and see what happens.

Relationships

First and foremost, it is critical to develop relationships with your students. When students begin formal schooling, they need to develop quality relationships, as interpersonal relationships in the school setting influence children’s development and positively impact student outcomes, which includes their motivation to learn, behavior, and cognitive skills (McFarland et al., 2016).

Try administering interest inventories at the beginning of the school year. Make a point to get to know each student and demonstrate your interest by asking them about their weekend, sports game, or other activities they may participate in.

Physical learning environment

Modify the physical learning environment. Who says students need to sit in single-file rows all facing the front of the room or even as desks for that matter?

Flexible seating is something you may want to try. Students who are comfortable in a learning space are better engaged, which leads to more meaningful, impactful learning experiences (Cole et al., 2021). You may try to implement pillows, couches, stools, rocking chairs, rolling chairs, bouncing chairs, or even no chairs at all.

Include parents

Involve parents and solicit their aid to help encourage students. Parents are a key factor in students’ motivation (Tóth-Király et al., 2022).

It is important to develop your relationship with these crucial allies. Try making positive phone calls home prior to the negative phone calls to help build an effective relationship. Involve parents by sending home a weekly newsletter or by inviting them into your classroom for special events. Inform them that you are a team and have the same goals for their child.

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The relevance of the material is critical for instilling motivation. Demonstrating why the material is useful or tying the material directly to students’ lives is necessary for obtaining student interest.

It would come as no surprise that if a foreign language learner is not using relevant material, it will take longer for that student to acquire the language and achieve their goals (Shatz, 2014). If students do not understand the importance or real-world application for what they are learning, they may not be motivated to learn.

Student-centered learning

Student-centered learning approaches have been proven to be more effective than teacher-centered teaching approaches (Peled et al., 2022).

A student-centered approach engages students in the learning process, whereas a teacher-centered approach involves the teacher delivering the majority of the information. This type of teaching requires students to construct meaning from new information and prior experience.

Give students autonomy and ownership of what they learn. Try enlisting students as the directors of their own learning and assign project-based learning activities.

Find additional ways to integrate technology. Talk less and encourage the students to talk more. Involving students in decision-making and providing them opportunities to lead are conducive to a student-centered learning environment.

Collaborative learning

Collaborative learning is definitely a strategy to implement in the classroom. There are both cognitive and motivational benefits to collaborative learning (Järvelä et al., 2010), and social learning theory is a critical lens with which to examine motivation in the classroom.

You may try assigning group or partner work where students work together on a common task. This is also known as cooperative learning. You may want to offer opportunities for both partner and small group work. Allowing students to choose their partners or groups and assigning partners or groups should also be considered.

Alternative answering

Have you ever had a difficult time getting students to answer your questions? Who says students need to answer verbally? Try using alternative answering methods, such as individual whiteboards, personal response systems such as “clickers,” or student response games such as Kahoot!

Quizlet is also an effective method for obtaining students’ answers (Setiawan & Wiedarti, 2020). Using these tools allows every student to participate, even the timid students, and allows the teacher to perform a class-wide formative assessment on all students.

New teaching methods

Vary your teaching methods. If you have become bored with the lessons you are delivering, it’s likely that students have also become bored.

Try new teaching activities, such as inviting a guest speaker to your classroom or by implementing debates and role-play into your lessons. Teacher and student enjoyment in the classroom are positively linked, and teachers’ displayed enthusiasm affects teacher and student enjoyment (Frenzel et al., 2009).

Perhaps check out our article on teacher burnout to reignite your spark in the classroom. If you are not enjoying yourself, your students aren’t likely to either.

Aside from encouraging students to answer teacher questions, prompting students to ask their own questions can also be a challenge.

When students ask questions, they demonstrate they are thinking about their learning and are engaged. Further, they are actively filling the gaps in their knowledge. Doğan and Yücel-Toy (2020, p. 2237) posit:

“The process of asking questions helps students understand the new topic, realize others’ ideas, evaluate their own progress, monitor learning processes, and increase their motivation and interest on the topic by arousing curiosity.”

Student-created questions are critical to an effective learning environment. Below are a few tips to help motivate students to ask questions.

Instill confidence and a safe environment

Students need to feel safe in their classrooms. A teacher can foster this environment by setting clear expectations of respect between students. Involve students in creating a classroom contract or norms.

Refer to your classroom’s posted contract or norms periodically to review student expectations. Address any deviation from these agreements and praise students often. Acknowledge all students’ responses, no matter how wild or off-topic they may be.

Graphic organizers

Provide students with graphic organizers such as a KWL chart. The KWL chart helps students organize what they already Know , what they Want to learn, and what they Learned .

Tools such as these will allow students to process their thinking and grant them time to generate constructive questions. Referring to this chart will allow more timid students to share their questions.

Although intrinsic motivation is preferred (Ryan & Deci, 2020), incentives should also be used when appropriate. Token systems, where students can exchange points for items, are an effective method for improving learning and positively affecting student behavior (Homer et al., 2018).

Tangible and intangible incentives may be used to motivate students if they have not developed intrinsic motivation. Intangible items may include lunch with the teacher, a coupon to only complete half of an assignment, or a show-and-tell session. Of course, a good old-fashioned treasure box may help as well.

If students are unwilling to ask questions in front of the class, try implementing a large poster paper where students are encouraged to use sticky notes to write down their questions. Teachers may refer to the questions and answer them at a separate time. This practice is called a “parking lot.” Also, consider allowing students to share questions in small groups or with partners.

Student motivation: how to motivate students to learn

Just as in the face-to-face setting, relationships are crucial for online student motivation as well. Build relationships by getting to know your students’ interests. Determining student interests will also be key in the virtual environment.

Try incorporating a show-and-tell opportunity where students can display and talk about objects from around their home that are important to them. Peer-to-peer relationships should also be encouraged, and accomplishing this feat in an online class can be difficult. Here is a resource you can use to help plan team-building activities to bring your students together.

Game-based response systems such as Kahoot! may increase motivation. These tools use gamification to encourage motivation and engagement.

Incentives may also be used in the computer-based setting. Many schools have opted to use Positive Behavior Interventions and Supports Rewards . This curriculum nurtures a positive school culture and aims to improve student behavior. Points are earned by students meeting expectations and can be exchanged for items in an online store.

To further develop strong relationships with students and parents, remark on the relevancy of the materials and instill a student-centered learning approach that addresses autonomy. You may also wish to include alternative means of answering questions, vary your teaching methods, and implement collaborative learning.

Top 17 Exercises for Positive Education

Use these 17 Positive Education Exercises [PDF] to enhance student engagement, resilience, and wellbeing while also equipping students with valuable life skills.

Created by Experts. 100% Science-based.

We have many useful articles and worksheets you can use with your students. To get an excellent start on the foundations of motivation, we recommend our article What Is Motivation? A Psychologist Explains .

If you’re curious about intrinsic motivation, you may be interested in What Is Intrinsic Motivation? 10 Examples and Factors Explained .

Perhaps using kids’ reward coupons such as these may help increase motivation. Teachers could modify the coupons to fit their classroom or share these exact coupons with parents at parent–teacher conferences to reinforce children’s efforts at school .

For some students, coloring is an enjoyable and creative outlet. Try using a coloring sheet such as this Decorating Cookies worksheet for when students complete their work or as a reward for good behavior.

If you want to integrate the evidence-based principles of positive psychology into the classroom, consider this collection of 17 validated positive education exercises . Use them to enhance student engagement, resilience and wellbeing while also equipping students with valuable life skills.

“The task of the modern educator is not to cut down jungles, but to irrigate deserts.”

C. S. Lewis

While we know how challenging it is to motivate students while teaching our specific subjects and attending to classroom management, we also understand the importance of motivation.

You will have some students enter your classroom with unequivocally developed intrinsic motivation, and you will have students enter your classroom with absolutely no motivation.

Teachers have to be able to teach everyone who walks into their classroom and incite motivation in those who have no motivation at all. Motivating the difficult to motivate is challenging; however, it can be done.

As Plutarch asserted, it is better to think of education as “a fire to be kindled” as opposed to “a vessel to be filled.” In addressing the needs of students with little to no motivation, it will take more time, patience, and understanding; however, implementing a few of these strategies will put you on the fast track to lighting that fire.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Education Exercises for free .

Benabou, R., & Tirole, J. (2003). Intrinsic and extrinsic motivation. The Review of Economic Studies , 70 (3), 489–495
Cole, K., Schroeder, K., Bataineh, M., & Al-Bataineh, A. (2021). Flexible seating impact on classroom environment. Turkish Online Journal of Educational Technology-TOJET , 20 (2), 62–74.
Doğan, F., & Yücel-Toy, B. (2020). Development of an attitude scale towards asking questions for elementary education students. Ilkogretim Online, 19 (4), 2237–2248.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology , 101 (3), 705–716.
Homer, R., Hew, K. F., & Tan, C. Y. (2018). Comparing digital badges-and-points with classroom token systems: Effects on elementary school ESL students’ classroom behavior and English learning. Journal of Educational Technology & Society , 21 (1), 137–151.
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational Psychologist , 45 (1), 15–27.
Kippers, W. B., Wolterinck, C. H., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018). Teachers’ views on the use of assessment for learning and data-based decision making in classroom practice. Teaching and Teacher Education , 75 , 199–213.
McFarland, L., Murray, E., & Phillipson, S. (2016). Student–teacher relationships and student self-concept: Relations with teacher and student gender. Australian Journal of Education , 60 (1), 5–25.
Peled, Y., Blau, I., & Grinberg, R. (2022). Crosschecking teachers’ perspectives on learning in a one-to-one environment with their actual classroom behavior: A longitudinal study. Education and Information Technologies , 1–24.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology , 61 , 101860.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology , 60 , 101832.
Setiawan, M. R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students’ motivation in learning vocabulary. Studies in English Language and Education , 7 (1), 83–95.
Shatz, I. (2014). Parameters for assessing the effectiveness of language learning strategies. Journal of Language and Cultural Education , 2 (3), 96–103.
Sheehan, R. B., Herring, M. P., & Campbell, M. J. (2018). Associations between motivation and mental health in sport: A test of the hierarchical model of intrinsic and extrinsic motivation. Frontiers in Psychology , 9 , 707.
Tóth-Király, I., Morin, A. J., Litalien, D., Valuch, M., Bőthe, B., Orosz, G., & Rigó, A. (2022). Self-determined profiles of academic motivation. Motivation and Emotion , 1–19.

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Grades encourage students to learn

Grades encourage students to learn.

It is undeniable that despite remarkable advancements in education systems, grades are still the main tool for evaluating students’ performance; but, whether the grades encourage students to learn more is a subject to debate. From my perspective, grades play a critical part in encouraging students to learn deeper. In the following essay, I will elaborate on the reasons which my view is based on. First and foremost, the challenge of getting higher grades motivates students to study more seriously. High scores cannot be achieved unless students work hard and study diligently. My own experience is a compelling example of this. During my sophomore year at university, I was assigned a major presentation in marketing strategies class. The assignment made up about half of my total grade, so I had to do my best to achieve a high score. I wrote a cogent speech and spent hours preparing for every question my classmates might have. If the presentation had not been graded, I would have not worked so hard to do a good job. Secondly, grades motivate students because they serve as an assessment tool for knowledge. Grades are assigned in a systematic way and clearly represent which students in a class are the best and brightest. As a result, in classes where grades are given, students will strive to succeed so they can set themselves apart from their peers. For instance, in my freshman year I took a “pass/fail” course in literature. Since only a moderate amount of effort was required to pass the class, I did not work so hard on my assignments. In contrast, when I took a graded class on the same subject in my junior year, I spent hours in library researching for papers so that I could show my professor that I was intellectually superior to my classmates. In fact, in highly competitive academic environment demonstrating your competencies is crucial for success. In conclusion, I strongly believe that grades encourage students to learn and excel in their studies. This is because grades challenge student to study meticulously, and also they give students an opportunity to distinguish themselves from their classmates.

Post date	Users	Rates	Link to Content
2022-12-02		90
2022-11-06		76
2022-06-09		66
2022-02-19		60
2022-02-18		70

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Some people prefer to live in a small town. Others prefer to live in a big city. Which place would you prefer to live in? 70
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People do many different things to stay healthy. What do you do for good health? 70
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Essay evaluations by e-grader

Grammar and spelling errors: Line 3, column 111, Rule ID: IN_A_X_MANNER[1] Message: Consider replacing "in a systematic way" with adverb for "systematic"; eg, "in a hasty manner" with "hastily". ...tool for knowledge. Grades are assigned in a systematic way and clearly represent which students in... ^^^^^^^^^^^^^^^^^^^ Line 3, column 379, Rule ID: EN_A_VS_AN Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour' Suggestion: an ...or instance, in my freshman year I took a 'pass/fail' course in literat... ^ Line 4, column 1, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym. ...r competencies is crucial for success. In conclusion, I strongly believe that gra... ^^

Transition Words or Phrases used: also, but, first, if, second, secondly, so, still, apart from, for instance, in conclusion, in contrast, in fact, as a result

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech: To be verbs : 15.0 15.1003584229 99% => OK Auxiliary verbs: 7.0 9.8082437276 71% => OK Conjunction : 7.0 13.8261648746 51% => More conjunction wanted. Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted. Pronoun: 40.0 43.0788530466 93% => OK Preposition: 46.0 52.1666666667 88% => OK Nominalization: 9.0 8.0752688172 111% => OK

Performance on vocabulary words: No of characters: 1802.0 1977.66487455 91% => OK No of words: 355.0 407.700716846 87% => More content wanted. Chars per words: 5.07605633803 4.8611393121 104% => OK Fourth root words length: 4.34067318298 4.48103885553 97% => OK Word Length SD: 3.1587049845 2.67179642975 118% => OK Unique words: 198.0 212.727598566 93% => More unique words wanted. Unique words percentage: 0.557746478873 0.524837075471 106% => OK syllable_count: 561.6 618.680645161 91% => OK avg_syllables_per_word: 1.6 1.51630824373 106% => OK

A sentence (or a clause, phrase) starts by: Pronoun: 10.0 9.59856630824 104% => OK Interrogative: 1.0 0.994623655914 101% => OK Article: 2.0 3.08781362007 65% => OK Subordination: 4.0 3.51792114695 114% => OK Conjunction: 1.0 1.86738351254 54% => OK Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.

Performance on sentences: How many sentences: 19.0 20.6003584229 92% => OK Sentence length: 18.0 20.1344086022 89% => OK Sentence length SD: 42.9992591574 48.9658058833 88% => OK Chars per sentence: 94.8421052632 100.406767564 94% => OK Words per sentence: 18.6842105263 20.6045352989 91% => OK Discourse Markers: 6.57894736842 5.45110844103 121% => OK Paragraphs: 4.0 4.53405017921 88% => OK Language errors: 3.0 5.5376344086 54% => OK Sentences with positive sentiment : 12.0 11.8709677419 101% => OK Sentences with negative sentiment : 3.0 3.85842293907 78% => OK Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion: Essay topic to essay body coherence: 0.382660610102 0.236089414692 162% => OK Sentence topic coherence: 0.132188958215 0.076458572812 173% => OK Sentence topic coherence SD: 0.165158191137 0.0737576698707 224% => The coherence between sentences is low. Paragraph topic coherence: 0.302956341497 0.150856017488 201% => OK Paragraph topic coherence SD: 0.175228643812 0.0645574589148 271% => More connections among paragraphs wanted.

Essay readability: automated_readability_index: 11.8 11.7677419355 100% => OK flesch_reading_ease: 53.21 58.1214874552 92% => OK smog_index: 8.8 6.10430107527 144% => OK flesch_kincaid_grade: 10.3 10.1575268817 101% => OK coleman_liau_index: 12.18 10.9000537634 112% => OK dale_chall_readability_score: 8.71 8.01818996416 109% => OK difficult_words: 94.0 86.8835125448 108% => OK linsear_write_formula: 9.0 10.002688172 90% => OK gunning_fog: 9.2 10.0537634409 92% => OK text_standard: 9.0 10.247311828 88% => OK What are above readability scores?

--------------------- Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:

para 1: introduction para 2: reason 1. address both of the views presented for reason 1 para 3: reason 2. address both of the views presented for reason 2 para 4: reason 3. address both of the views presented for reason 3 para 5: conclusion.

So how to find out those reasons. There is a formula:

reasons == advantages or

reasons == disadvantages

for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.

or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.

Rates: 90.0 out of 100 Scores by essay e-grader: 27.0 Out of 30 --------------------- Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.

Do Students Think What They’re Learning Matters?

Scores of studies support the conclusion that the more engaged students feel at school, the better.

A new survey builds on that research, suggesting that not only is engagement important to ensuring students show up for class, behave well, and remain on track academically, but also to ensure they have a positive outlook for their future.

The bad news: A significant share of students don’t feel their schoolwork is interesting, challenging, or aligned with their interests and talents, particularly among students who don’t plan to attend college, according to the survey, conducted by the Walton Family Foundation and the polling firm Gallup.

The survey was conducted between April 26 and May 9, with responses from 4,157 young people from Generation Z (those between ages 12 and 27), including 2,317 who are enrolled in a K-12 school. It is the second iteration of the survey, first released in 2023.

The results come as districts gear up for another school year and continue to tackle troublesome chronic absenteeism rates that have surged following pandemic school closures and persistently lagging academic achievement after historic declines, all factors that are influenced by students’ engagement and connection to their classes and peers.

The Walton and Gallup survey results suggest that how engaged students feel in school also correlates with how optimistic they are about their future. (The Walton Family Foundation provides support for Education Week coverage of strategies for advancing opportunities for students most in need. Education Week retains sole editorial control over its coverage.)

Less than 2 in 10 students said they “strongly agree” that what they are learning in class feels important or relevant. Students who reported the highest ratings were more than twice as likely as students who reported the lowest marks to feel as if they are thriving in their lives. Students who felt more engaged were more than four times as likely to strongly agree they have a “great future ahead of them,” according to the survey results.

Gen Z is optimistic about—but not as prepared for—the future

Overall, 79 percent of survey respondents said they believe they have a bright future ahead, but only about half said they feel prepared for it.

Students who don’t plan to attend college (68 percent) were less likely than those who are planning to pursue an associate (81 percent) or bachelor’s (86 percent) degree to have a positive outlook for their future.

Non-college-bound students are also less likely to agree they feel prepared for their future (40 percent) than those hoping to earn an associate degree (45 percent) or bachelor’s degree (54 percent), according to the survey results.

Part of that outlook could be because they don’t feel they have enough opportunities to explore career opportunities before graduation.

A minority of students said their schools offer opportunities to learn job-related skills, practice applying or interviewing for jobs, or work on projects related to a career they may want to pursue.

Less than a quarter of high schoolers reported having “a lot” of conversations about non-college pathways such as apprenticeships and internships (23 percent), careers that don’t require a degree (19 percent), or starting a business of their own (13 percent).

Conversely, most high school students (64 percent) feel prepared to apply for college. Seventy-two percent feel prepared to succeed in college, according to the survey.

When it comes to what survey respondents believe is most important in having a “great life,” most prioritized relationships and hobbies over becoming wealthy or having a “high-status job.”

Students at Ruby Bridges Elementary School in Woodinville, Wash., play during recess on April 2, 2024. Students have access to cards with images and words on them so all students, including those who do not speak, can communicate on the playground.

Seventy-nine percent of respondents said having enough money to live comfortably is “very important” to having a great life, compared with just 17 percent who said being a boss or manager at work is as important to creating a great life.

Other top priorities included having close relationships with friends and family (77 percent), having time for hobbies (69 percent), and having a good education (52 percent).

How lessons are taught makes a difference

Notably, the survey showed that, by most measures, students feel less engaged at school than they did a year ago, in the first iteration of the Walton-Gallup survey.

Fifty-eight percent of students agreed this year that they had learned something interesting at school in the last seven days, down from 68 percent last year. And 46 percent agreed this year that their schoolwork challenges them in a good way, down from 54 percent a year ago.

The approach teachers take to instruction can make a big difference in students’ engagement, and, ultimately, their preparedness for and outlook on the future, survey respondents said.

About 60 percent of the students who responded said they were most interested in their classwork when their teacher made the material interesting and exciting. About 46 percent said hands-on lessons increased their interest, and 35 percent said they most enjoyed learning when they could connect the content to the “real world.”

The vast majority of middle and high school students who responded to the survey, 75 percent, say they have at least one teacher who makes them feel excited about the future, and about 70 percent said they feel motivated to get good grades, have recently received positive feedback from someone at school, and have at least one adult at school who encourages them to pursue their dreams, all important factors in increasing students’ attendance and engagement, according to research .

A third grader raises her hand to answer a teacher’s question during a math lesson.

But, again, the percentages of students reporting these positive feelings was significantly lower among students who do not plan to pursue a college degree.

Sixty-seven percent of students who aren’t college-bound said they have a teacher who makes them feel excited about the future, 57 percent said they feel motivated to get good grades, and around 60 percent said they are encouraged by an adult at school.

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6 Essential Student Mindsets to Work On This Year

We look at the evidence—and the practices—for establishing learning dispositions in your classroom as you kick off the school year.

There’s something deeply satisfying about mapping out a year’s lesson plans—bringing all of the sprawl into a tidy, clearly sequenced plan of action to optimize learning.

But well-organized content accounts for only half of the necessary transaction. If students don’t or won’t do their part, for whatever reason—a lack of discipline, an unwillingness to ask for help, or just a failure of academic confidence—then learning stalls, despite your best-laid plans.

Preparing for a successful year of learning means getting your curriculum shipshape and setting up the right expectations and dispositions in students as you start the year. Here are six student mindsets that you can work on from day one through summer dismissal, with activities and practices drawn from teachers and schools featured across Edutopia’s archives.

1. An understanding that belonging is a two-way street. Classroom belonging is typically thought of as the domain of teachers. They are expected to get to know their students better, hang posters and incorporate curricular materials that reflect student interests, and maintain their composure under stressful classroom conditions. But belonging is ultimately a two-way street, and students need to lean in and accept responsibility as productive citizens of their learning communities.

Shift some of the work to the kids: Instead of writing classroom rules on the whiteboard, for example, cocreate and document them with students, then regularly cross-examine classroom behavior for fidelity to the contract. Consider tactics like “ ask three before me ” to encourage kids to find their own answers, and gently redirect students who look to you for all the answers by responding with open-ended questions that require them to think more deeply.

Try not to flex too much. Be a “warm demander,” mixing a healthy dose of kindness with high academic and behavioral standards —and adopt and deploy “we” language frequently to frame the classroom as a working unit and to underscore the importance of shared values and objectives.

2. A willingness to ask questions. Academic peer pressure creeps into the classroom early: Children as young as 7 years old “begin to connect asking for help with looking incompetent in front of others,” researchers concluded in a 2021 study . But fear of looking stupid, while a powerful disincentive to seek help, is just half of a reticent student’s calculation. Just as often, kids simply aren’t aware that they’re lost. “Students must first recognize that they’re struggling,” writes educator Jennifer Sullivan . “This requires honesty and self-awareness.”

There are some simple steps you can take to change the odds. Try saying “Give me three questions” instead of “Are there any questions?”—hundreds of teachers call it a simple but game-changing shift in language that helps the questions flow—and regularly incorporate KWL (know, want to know, learn) activities to get kids comfortable wondering about things out loud. Teach students to self-monitor by engaging in self-testing and asking themselves questions like “Do I need to ask for help?” and “Are there areas of this lesson that are unclear to me?”

To solicit questions from even the shyest students, periodically offer forums that are less public —tech tools that allow students to be anonymous, for example, or shared Google Docs. Finally, when introducing new material, actively pose questions yourself , says teacher Emma Chiapetta, and provide hesitant students and English learners with question-starters like “I’m working hard, but I’m still not understanding. Can you help me?” and “I’m not sure what I need. Can you please talk with me?”

3. A tolerance for risk-taking and failure: It’s an understandable impulse: the desire to shield kids from failure—especially the public kind. Protective teachers may unconsciously resort to asking simple questions, or diplomatically reword poor answers to let struggling kids off the hook. But students of all ages should experience frustration and failure regularly—“much more than they currently do, because any kind of knowledge work, any kind of challenging problem, requires a certain level of frustration,” according to the learning scientist Manu Kapur .

Academic status plays a significant role in a student’s risk-avoidance, too. In an effort to maintain sky-high GPAs, kids seek out familiar academic challenges and then succeed without learning much.

What can teachers do? Start by going at one root of the problem and de-emphasizing grades: Consider dropping the lowest scores, grading fewer assignments, and using low-stakes or no-stakes quizzes when reviewing course material. At King Middle School , teachers withhold final scores on drafts of significant assignments, focusing students on written and verbal feedback instead. Research from 2021 reveals that withholding grades in this manner can improve student performance on future assignments by as much as two-thirds of a letter grade.

Be wary of creating an atmosphere of shame around student errors: Prepare for, model, and even celebrate mistakes in your classroom. Seed your own lessons with mistakes and reward students who find them; acknowledge and make light fun of your own errors as they occur; and consider group activities like “my favorite mistake”—during which common student errors are anonymized, shared, and discussed as glimmers of real insight, as opposed to harbingers of failure.

4. A healthy relationship to stress. Schools are compulsory environments that place kids in unfamiliar and often uncomfortable circumstances. New and challenging academic work, call-and-response activities, pop quizzes, and homework assignments come fast and furious and play out against a confusing swirl of extracurricular challenges like making friends, joining clubs and sports teams, and attending school events.

A certain amount of stress is both acceptable and necessary: Kids should feel the pressure of academic standards and deadlines and should experience the weight of social and behavioral expectations, too. But normalizing day-to-day stress and preparing kids with simple tools to manage stress in their school lives is indispensable. If your school supports it, incorporate brain breaks or other calming techniques like deep breathing or meditation throughout the school day. Consider working with students to help them put their worries in perspective: At Lister Elementary School, kids learn how to “ measure the size of a problem ” and react proportionally, while older kids can benefit from simple frameworks that walk them through damage control, asking themselves questions like “What is the source of my frustration?” “Do I need to seek help or advice?” and “What can I control and what can’t I control?” Keep an eye on major transitions like changing schools and testing season, which can be especially challenging. Middle school students who spent as little as 30 minutes reflecting on and writing about their arrival in their new school—focusing on tactics they might use to overcome common problems like making friends or mastering new academic work—saw dramatic improvements in attendance, behavior, and academic performance. Other research suggests that direct appeals work, too: When kids are coached to think about test stress as a temporary, “energizing force ,” course failure rates plummet.

5. An understanding that everyone can learn. Myths about talent and intelligence abound—but among the most damaging is the notion that ability is fixed at birth, and no amount of effort can change the trajectory. The effects on learning show up early and then persist: Young girls quietly resolve that they are not scientists and adjust their hopes accordingly, while older students sort themselves into “math people” and “language people” and pursue career paths to match.

The way we frame things matters: In your classroom, periodically refer to academic work as “practice” (as in “OK, time to practice!”) or as rough-draft thinking ; try to avoid feedback that alludes to fixed intellectual abilities (“You’re so smart” or “You’re a natural”); regularly praise effort and growth in addition to excellence, using specific examples of improvement where you can; and avoid talking about novels, songs, movies, or even scientific insights as works of “genius” (which place them beyond the range of effort and make them feel unattainable).

Finally, put students to work breaking the myths down themselves: Have them start the year by writing down what they know about a topic you’ll teach and then write again on the same topic a few months later (this is a sneaky way to get them to retrieve information, too!); ask them to discuss provocative questions like “If you can get better at basketball or track, why can’t you get smarter at math?”; or have them present group research on scientists and artists who struggled before they succeeded.

6. A sense of empathy for classmates and teachers. Learning accelerates within the confines of welcoming social environments; education is both an individual and a team sport. Children “implicitly learn” from the postures, attitudes, and interests of their fellow learners, confirms researcher Patricia Kuhl, and teamwork and collaborative problem-solving emerge from a culture of acceptance, listening, and belonging.

To ensure that students develop an openness to the lives, values, and passions of their peers, try to incorporate get-to-know-you activities into the school day. Start the year with group discussions of favorite musical artists or sports figures, for example, and use morning meetings or friendly Fridays to facilitate ongoing, nonacademic discussions and sharing throughout the year. Older students in Shana White’s class create and then hang identity portraits to help them be “comfortable with who they are, and recognize and respect the identity markers of anybody.” Teacher Henry Seton, meanwhile, asks his high school students to engage in 30-second “ daily dedications ,” during which they identify an important person they’d like to dedicate the day to; it’s a brilliant exercise that humanizes students, models vulnerability, and improves classroom cohesion.

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Grades (marks) encourage students to learn. Do you agree or disagree
I agree that grades can encourage students to learn. Grades act as a form of motivation for students to put effort into their studies. When students know that their performance will be evaluated and graded, they are more likely to work hard and strive for good grades. For example, in a study conducted by a university, it was found that students ...
IELTS Writing Task 2 Sample 156
Grades (marks) encourage students to learn. Use specific reasons and examples to support your opinion. You should write at least 250 words. Model Answer: From my everyday experience and observation, I can stand that grades are very good indicators of knowledge. For several reasons that I will mention bellow, I believe that grades encourage ...
Do you agree or disagree with the following statement? Grades (marks
Do you agree or disagree with the following statement? Grades (marks) encourage students to learn. Use specific reasons and examples to support your opinion. # grades # marks # students # support Traditionally, education systems across the globe assess the performance of their students
Sample TOEFL Essay
In conclusion, I strongly believe that grades encourage students to learn. This is because they force students to learn as much as possible, and because they give young learners a way to distinguish themselves from their peers. (412 words) A sample TOEFL independent essay about student grades. Do you agree or disagree with the current statement.
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The topic whether grades encourage students to learn or not is debatable since ages. Today we are living in the highly competitive era where marks are one of the deciding factors to judge student's capability.
Why Grade? Thinking Differently About How to Help Students Learn
Why do we grade students? Is it to collect evidence that learning has occurred? Is it to convey information about student achievement? And the real question is: are grades the best way to convey this information? Certainly, grades are convenient—they quickly signal something to students, but mounting evidence shows that they actually reduce rather than contribute to learning.
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Grades, What are They Good For?
2. It will make mastery the goal. While the school will continue to use a letter grade for college transcripts, teachers take a harder look at the criteria that makes up those grades and ensure that students are evaluated based on mastery as opposed to just earning points.
Grades encourage students to learn
Grades (marks) encourage students to learn. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. Sample Answer: Grades have long been the primary mean of assessing students' mastery. Many educators contend that grades motivate pupils to learn, while others hold the ...
How to Make Sure Grades Are Meaningful and Useful to Students
Giving grades that truly reflect student learning is one of the perennial problems in teaching, and these shifts in thinking about how to gather and report grades can help.
The Role of Grades in Student Motivation and Academic Success
Essay Sample: Education systems across colleges and universities are currently engaged in discussions regarding the impact of grades on student motivation and learning.
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Students have become so focused on grades that they are missing out on the true purpose of education—learning. Educators can reverse this trend by turning to Montessori educational principles and rethinking the current grading system.
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Do you agree or disagree with the following statement? Grades (marks) encourage students to learn. Use specific reasons and examples to support your opinion. You should write at least 250 words.
What Students Are Saying About What Motivates Them to Learn
By The Learning Network. Jan. 19, 2023. This week we asked students, " What motivates you to learn? " The question was inspired by an Opinion essay by Jonathan Malesic called " The Key to ...
Do you agree or disagree with the following statement grades encourage
Grades are considered the most reliable measurement of a student's ability to study well at school. Some people have the thought that grades encourage students to learn. On the other hands, grades are regarded to have an opposite effect on students. I am of the latter opinion. I feel this way for two reasons, which I will explore in the following essay.
Grades Fail at Motivating Students. Intrinsic Motivation ...
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How to Motivate Students: 12 Classroom Tips & Examples
Help students see their strengths and refer to their strengths often. Promote a kid's growth mindset. Relatedness refers to the students' sense of belonging and connection. Build this by establishing relationships. Facilitate peer connections by using team-building exercises and encouraging collaborative learning.
TOEFL: 'The knowledge is power, not the grades'
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It is undeniable that despite remarkable advancements in education systems, grades are still the main tool for evaluating students' performance; but, whether the grades encourage students to learn more is a subject to debate. From my perspective, grades play a critical part in encouraging students to learn deeper. In the following essay, I will elaborate on the reasons which my view is based on.
To Increase Student Engagement, Focus on Motivation
When teachers encourage students to begin to make choices and take responsibility for their own learning, students see a purpose in school activities. One way to do this is through using self-assessment to prompt reflection on strategy use.
Do Students Think What They're Learning Matters?
Sixty-seven percent of students who aren't college-bound said they have a teacher who makes them feel excited about the future, 57 percent said they feel motivated to get good grades, and around ...
Grades Encourage Students to Learn
GRADES ENCOURAGE STUDENTS TO LEARN There are many ways to encourage students in school such as prizes, and compliments . In fact, by giving motivations and inspiration, grades are always the most important and highly effective methods in assessing students'studying archivement . First, grades give students motivations in studying.
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6 Essential Student Mindsets to Work On This Year
Shift some of the work to the kids: Instead of writing classroom rules on the whiteboard, for example, cocreate and document them with students, then regularly cross-examine classroom behavior for fidelity to the contract. Consider tactics like "ask three before me" to encourage kids to find their own answers, and gently redirect students who look to you for all the answers by responding ...

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Why Grade? Thinking Differently About How to Help Students Learn

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