Jen Harkness

ENG 313
Research Project
Motivation Website Annotation
www.313researchmotivation.weebly.com

To annotate my website on motivation, I copied the information

from the page into a word document. Within each section, I will
annotate in italics at either the end or at an important part within the
page.
I decided to make a webpage because I thought it would be
useful to my peers and to myself. It has information that will be useful
to teachers in any context with any grade level. Though my examples
are from the secondary level, that material can transfer across grades.
This site has also become a component of my teaching notebook, and I
plan on adding to it as I learn more strategies. Since I created it with
my peers in mind, I used fairly formal language and cited in MLA (if
interested, others could find my sources). I intend for other educators
to read this, and knowing my intended audience helped me organize
the layout of the site and gave my research focus. In my research, I
also found that breaking up ideas/topics/assignments will make the
task more manageable, therefore people are more willing to do it. I
applied this idea to the opening page by breaking down the research
and ideas. I also tried to make the site as user-friendly as possible
through my use of tabs and page divisions.
During my presentation, I decided to give a brief overview of my
website and summarize the material on the page. I figured that if
people were interested in the background research or wanted more
specific information, they could look at the site on their own. At first, I
was worried that this brevity with the research may have
confused/complicated my presentation, but after reading the
comments, I saw that it was the right choice. So many of my peers
made comments saying they were glad I didn’t read word-for-word.
After reading all of the comments about my presentation (from
the rubric I provided), I know that I want to add more pictures to my
site. One common suggestion was to add more visuals to break up the
amount of text on the page. I was experimenting with this website
format, and now feel as though I can go back to it and add more
pictures and increase white space on pages to make it easier for my
audience. I would also add a section with personal experiences. I
have a lot of theory and a lot of suggestions, but nothing with MY
experiences. Though they would be specific, it could show how I
implement my research into my teaching. This part of the site would
be constantly updated, but perhaps it could be a collaborative effort to
include the experiences of my peers as well.

Welcome Page
This site is designed to give background on the topic of motivation and how it
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ENG 313
Research Project
functions within a classroom. Below is a brief description of what you will find on
each page of this site:
I found that when I am looking at sites like this, it has been helpful to
have a brief description of the pages. Though some page titles are
self-explanatory, others are not. This home page will help guide
viewers through my site and allow them to go to a desired page
knowing what information is there. This makes their searching and
reading more efficient.

Motivational Principles
On this page, you will find background research on the topic of motivation.

Difficult Behaviors and Possible Responses

On this page is a list of behaviors that are commonly associated with students
who lack motivation. With each behavior listed, possible responses are below,
providing options for a teacher to try.

General Strategies to Increase Motivation

On this page, general strategies that will help increase motivation are listed,
along with rationales for most strategies.

Assignments and Motivation

On this page, you will find different ways to motivate students before an
assignment is introduced, during the process of completing the assignment, and
how to approach grading the assignment.

Shakespeare Unit
On this page, 8 different lesson ideas or assignments are listed for a unit on
Shakespeare (specifically referencing Romeo and Juliet). Each
lesson/assignment is rationalized in a way that highlights how it will increase the
motivation of a student.

Works Cited and Works Consulted

On this page, you will find the texts that inform my thinking and planning as well
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ENG 313
Research Project
as the sources for my research.
 Jen Harkness
ENG 313
Research Project
Motivational Principles

I thought this would be useful information to my peers/audience

because it breaks down motivation in respect to students. A lot of
research will discuss motivation in a very general manner, but this
focuses motivational principles in a useful form for teachers.

1. The environment can be used to focus students’ attention on what will

be learned.
You can capture curiosity with stimulating handouts and visual aids.
This was one aspect I had never considered in depth. Though I’ve
always been aware of the motivational posters around a classroom, I
never thought about what they add/take away from the learning of the
students. I felt it was important to mention explicitly to bring
awareness of room decoration to the forefront of teachers’ thoughts
when organizing a classroom.

2. Students can be motivated with incentives.

Privileges and praise from the teacher provide extrinsic motivation for the
student.
This incentive should motivate the student to learn the material, not just complete
the assignment.

3. Intrinsic motivation is more effective, long-term, than extrinsic

motivation.
Intrinsic motivation will be self-sustaining whereas extrinsic motivation may
devalue the student's efforts. Once the extrinsic rewards stop, so will the
behavior.
This is a principle I’ve become very familiar with because of my
background in psychology, but I found a common misconception is that
all extrinsic motivation is a sufficient substitute for intrinsic motivation.
I wanted to emphasize this specifically in my presentation as well as
include it on my website. It should be a goal, after all, to help foster
the student’s internal drive for learning and not merely have them
strive for stickers or candy. It puts the focus on the learning, not on
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ENG 313
Research Project
the superficial outcome.

4. The manner in which material is organized affects motivation.

It will be easier for students to understand the goal of the lesson.
Organization also includes the time in which an assignment/lesson is introduced
and how it relates to previously learned material.

5. Behaviors result from multiple motives, not just one.

A behavior rarely is a result of one motive. In most cases, a number of motives
contribute to a behavior, therefore if one motivational strategy does not work, try
another in order to combat the multiple contributors of the behavior.

I also feel that this is an important aspect of motivation because it

discusses student behavior. It was worthwhile to mention that a
student’s actions in class may not be solely based on what is/has
happened in that class.
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ENG 313
Research Project
Difficult Behaviors and Possible Responses
When researching, I kept asking myself “what will people want to hear
about motivation? How can I make this useful?” One major question I
kept coming back to is how to apply this to the classroom. This
particular page has an “if/then” quality to it that provides starting
points for those teachers who have never encountered students acting
a particular way. Though these are not the only difficult behaviors in a
classroom (nor are they the only responses for each behavior), a
starting point is helpful. In our TE classes, there is very little focus on
classroom management, so I felt it was necessary to begin researching
different methods. All of these methods are meant to respond to a
student’s behavior while not demoralizing them. Motivational research
shows that students will be more motivated if there are concrete
boundaries within a classroom. Also, these techniques are ways to
modify behavior in a way that will not decrease motivation because
they are not threatening to a student’s self-esteem while offering
alternatives, not ultimatums.

Behavior: Rambling
Responses
• Refocus attention by restating points
• Ask a direct question to get back on topic
• Use visual aids to change the pace of the class

Behavior: Lack of Participation

Responses
• Use individual writing prompts
• Give strong positive reinforcement for contributions when they are made
• Have participation points

Behavior: Over-Talkative
Responses
• Give limited time to speak
• Acknowledge response, then move on to other viewpoints
• Physically move away from the over-talkative student

Behavior: Argumentative
Responses
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Research Project
• Redirect the question
• Acknowledge positive points of the comment, then move on

Behavior: Anger
Responses
• Remain calm and polite
• Provide an opportunity for the student to end the confrontation
• Talk to the student privately

Behavior: Side-Conversation
Responses
• Ask the participants of the side conversation to give their opinion on the topic
being discussed
• Position yourself near the talkers
• Make eye contact with those talking
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ENG 313
Research Project
General Strategies to Increase Motivation
These are great strategies I found when researching; they will transfer
to other classes and contexts as well.

1. Create a positive atmosphere and open community in the classroom.

o This atmosphere sets the tone of a learning community while fostering a safe
environment for learning and experimenting.
The positive atmosphere of the classroom will encourage students to
take risks and enjoy learning. Authentic learning will require some
risk-taking, and students will not take risks if they do not feel
comfortable in their learning environment.

2. Have students be reflective on classroom practices.

o Ask students what makes the class less “motivating.”
Giving students an opportunity to change the class adds to the open
community of the classroom. A great way to gauge classroom
practices is by asking the students what they think of them. If they
are not engaged, they are not going to be motivated to do the course
work or to learn. Their insight will be helpful in modifying the class,
within reason, and identify which lessons help them learn the best.
This will also help you take inventory and see what the students think
will motivate them.

3. Hold high, yet realistic, expectations for students.

o Students need to believe that achievement is possible.

4. Continuously work toward students being self-motivators.

o Remove yourself from the “power role” by using phrases such as “I think you
will find” or “I will be interested in your reaction.”
This relates back to intrinsic vs. extrinsic motivation. If students feel
that they are in control, they will begin to develop intrinsic motivation.
Removing the teacher from the “power role” will help minimize
extrinsic motivation.
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Research Project
5. Avoid creating intense competition among students.
o Competition can increase the anxiety some students have when learning new
material thereby hindering their ability.

6. When possible, have students be incorporated into the direction of the

course or what should be studied.
o If students have a chance to choose material to study, they will pick texts that
they are interested in. If they're interested in a text, they are more likely to do
assignments, read, and engage with the themes and ideas presented.
Providing choices will show students that the focus is on learning, NOT
on the mere material covered.

7. Vary your teaching method.

o “Variety reawakens students’ involvement in the course and their motivation”
(Davis).

8. Assign reading at least two days before it will be discussed.

o Pique the students’ interest and provide ample time to complete the
assignment.

9. Assign reading questions as a study guide.

o The questions give students a way to check their comprehension during the
reading while giving their reading purpose.
Helping students know what you expect them to get from the reading
will help them read with a purpose. This knowledge will not only break
the reading into parts (also something to increase motivation), but it
will give students a tangible task to complete. Having a concrete task
to complete will also help students keep themselves accountable for
the reading.

10. Ask the students non-threatening questions about the reading.

o Asking opinion questions allows anybody to answer and knowing there is no
one correct answer, students will be more likely to participate.
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Research Project

11. Limit the amount of “down time” there is during a class.

o During times of inactivity, students become disengaged. Keeping students
active (moving around, variety in the lesson) will reduce the amount of time they
are not engaging with the material.

12. Constantly revisit important concepts.

o This will help students see the relevance of the concepts to other components
of the class.

13. Use visual aids!

o Adding variety to instruction will keep students engaged and drawing attention
to important concepts visually presents the material in multiple forms at multiple
times.
The use of visual aids will help students who learn visually as well as
add variety to the class. Incorporating multiple intelligences will
provide the teacher with the best chance of reaching as many students
as possible. If students see material presented in different ways, they
will learn that their learning style is valid in the class. Knowing that
their learning style is acceptable will help encourage students to learn
in whatever way is comfortable and effective for them.
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ENG 313
Research Project
Assignments and Motivation
This page acts as a guide for teacher while showing where motivation
is needed during an assignment. It breaks down the assignment
(motivation for teachers to read the page!) into before, during, and
grading to help focus the viewer’s reading. It also provides specific as
well as general advice and suggestions on how to foster a student’s
motivation.

Before the Assignment

•Assign tasks that are in the students’ Zone of Proximal Development to
increase learning and an opportunity for success.
o They will learn to work independently, and once the material become difficult,
the teacher can work with the student and model the way to move learning to the
next level.
Students will not do an assignment if they feel it is too difficult for
them. Instead of trying and subsequently failing, many decide to not
complete the assignment at all. On the other hand, if an assignment is
too easy for a student, he or she may not do it at all because it is not
challenging or helping them learn. Though difficult to discover the
ZPD of a student, finding this learning area will be the most beneficial
for him or her. By providing the student with a reasonable challenge,
he or she feels that the task is worthwhile because of the challenge,
but also that it is possible to succeed. The combination of a challenge
and possible success will add to the intrinsic motivation the student
has for the assignment. (Vygotsky’s work with this concept informs
my views on this in regards to motivation)

•Help students form connections to the material.

o Finding personal relevance and value in the material will increase the likelihood
that students engage with it on a deeper level.

•Have students set goals to be achieved throughout the assignment.

o Focus on continued improvement, not grades.
o Work through the weaknesses and develop the strengths for each goal.
Setting goals throughout major projects and/or readings will break the
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ENG 313
Research Project
task down into manageable components. Personal goals also foster
intrinsic motivation because it puts the focus on the student, not the
teacher.

•Tell students what they must to do succeed.

o Use rubrics, assignment sheets, explicit directions, etc to make your intentions
clear.

•When possible, give students multiple options of an assignment.

o Choices enhance the feeling of control students have on their learning.
Providing choices will allow students to choose an
activity/task/assignment that they feel a connection with. This
connection will help motivate the student through the assignment
because they see how it relates to his or her life.

•Frame the material/assignment in a positive manner.

oIf you're positive and excited about the material, students will be more likely to
be excited as well.

During the Assignment

•Provide students with frequent, early, and balanced feedback that will
support the students’ beliefs that they can do well.
o Constant feedback shows the teacher's investment in the assignment and
helps guide the student. If they are guided, they will feel more comfortable with
proceeding because they know the teacher will continue to provide feedback on
their progress.
As part of the ZPD, students need some guidance through
assignments. By monitoring their progress at early stages in the
process, the teacher is able to guide students toward the goal. The
teacher does not play a major monitoring role, but rather checks in
with students to answer questions and reassure the student of the
direction of their project. It helps the teacher and the student because
any misconceptions or misguidance will be corrected early, thereby
allowing the student to make up for minimal “lost time.”
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ENG 313
Research Project

•Have students be active participants in their learning.

o “Passivity dampens students’ motivation and curiosity” (Davis).
Again, this concept ties back to fostering intrinsic motivation by having
students act as their own motivator. It is with this development of
“self-cheerleading” that students will begin to learn on their own
because they feel that they can do so and succeed.

•Change the style of lesson instruction.

o The variety that results from this change will keep the students engaged.

•Build in time for group work.

o Working in a group allows students to practice being teaching others as well as
build confidence in the students’ ability with the material.
With group work, students work as a team. This inherently means that
the group will only be successful if each part of the group is successful.
This adds responsibility to the student and will motivate them by
having their actions affect their peers.

•Edit papers and other written work in distinct stages.

oThis breaks up the assignment and gives students a goal and purpose when
editing.
oThe task is more manageable if it is broken up into smaller components.

Considerations when Grading

•Give quick feedback
o Students are more likely to review comments if the assignment is returned
promptly while it is fresh in their minds.

•De-emphasize grades
o Focus on the process, not the grade. This will motivate all students because
there is always a more sophisticated level to be reached.
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ENG 313
Research Project
•Do NOT use grades as threats
o The high pressure to achieve may cause academic dishonesty.
Threats, in general, do not promote motivation. Rather, they foster
discontent and often rebellion. Instead, continue to work on intrinsic
motivation. If the student is not exhibiting this type of motivation,
begin with extrinsic motivation and move into intrinsic motivation.

•Be specific when giving “negative” feedback

oComment on the task, not on the student as an individual.
o Avoid demeaning or vague comments. When you are specific, students have a
concrete example of what skill they must continue to develop.
Being specific with the “negative” or constructive feedback will help
the student see specific areas of development. This will also motivate
them because instead of seeing seemingly random comments, they
have specific goals and areas to work on. It makes the process of
revision more manageable.
 Jen Harkness
ENG 313
Research Project
Shakespeare Unit
This page has the rational, in respect to motivation, alongside the
suggestion for how to present a Romeo and Juliet unit. After all my
research, I thought this would be a good “final page” for my peers
because it has tangible ideas that could be used in the classroom. In
essence, this is a culmination of my research put into a practical form.

(1)Rewrite scene into “modern” English and perform in front of the

class while being taped for following years.

Students will want to do a good job on the translation and performance

of the scene because it is in front of their peers. This functions as
motivation to do well when the audience is full of other students and
motivation to do well when the performance will be shown to others.

(2)Create a poster, soundtrack, or trailer for the scene to be

performed.

This assignment provides options for students, allowing them to

choose a medium they are comfortable with. It also allows them to use
various intelligences and choose an assignment to which they can form
a connection.

(3)Introduce sonnets by explaining rhyme scheme found in popular

songs.

Before the class, have students give you a copy of their favorite
school-appropriate song. From the songs, select a few that have a
rhyme scheme and use those as examples to explain rhyming in
sonnets. Showing students that poetry is everywhere, especially in
their music, will make students more open to the assignment while
helping them relate to poetry.

(4)Analyze a scene from the play in a group.

Working in a group will increase the students’ confidences with the

material because they are able to use each other as a resource. This
also adds to the community of the classroom and fosters an
environment of learning.

(5)Write a narrative from the perspective of a character of the play or

write a textual analysis on the play and the movie Romeo + Juliet.

Give the students clear guidelines for the project so they understand
what value you see in the paper for the student. Have staggered
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Research Project
deadlines for various components of the paper and scaffold the
process; students are more willing to do small components than one
large paper. Breaking up a major assessment will make it more
manageable and less threatening.

-Be clear about your expectations for the assignment

-Vary instruction
-Vary assessments
-Access multiple intelligences during lessons and assignments
-Break up major projects into manageable components
-Relate the material to the students
-Have students connect to the material
-Get student input on the material they would like to learn
-Be excited about the material- sell it!