motivation, walking, distance

HOW TO STAY MOTIVATED: ARCS-V Motivation Model

Giving the best language class in the world

Eventually, in our careers, we face challenges such as how to stay – and keep students – motivated, right? A foreign language teacher is, above all, enthusiastic about different people, cultures, and, most importantly, about learning!

Enjoying what you’re doing is the first step to achieving your goal. Try to put yourself in your students’ shoes – imagine yourself – after long hours of work, coming home to study some more. Let me tell you: it’s not an easy thing to do! So, let’s start by listening to what your students have to say about their day and try to incorporate that into your classroom.

Now, let’s get to science because it’s where we, the learnwithscience team, belong!

John M. Keller, an American educational psychologist, is our main reference on this important subject when it comes to motivation. Today, we will share some of his ideas so you can understand the science behind his motivation model.

Step one into incorporating best practices in your class is learning how to work with technology. Keller states that working with technology is key for teachers to create an interesting and modern learning environment. Our students, no matter what age they are, expect us to work with the best resources available. This will always keep them motivated!

Keller developed a model to understand and design strategies to achieve and maintain students’ motivation: The ARCS-V model (attention, relevance, confidence, satisfaction, and volition). For each of the five categories, we apply strategies to reach their potential on the satisfactory and best stage of learning. Satisfactory is an intentional word and means not low, not high, satisfactory to get permanently motivated!

The first category, attention, expects the teacher to get in touch with the student’s desires, goals, and personal interests. To keep the learner motivated and to be effective in the learning process, students have to feel that the lesson was created and tailored according to their needs.

The second relies on the perception that the students have about the classes, how they evaluate the study from their own perspective. To get relevant, the teacher must have to know the students’ background within the new subject and the learning style that will fit better with their expectations and goals. the expectations they make. Gender, when it comes to teenagers, in different cultures, for example, can bring different goals for girls, boys, and persons in general.

Confidence, the third one, refers to the positive expectations the students have on the success of the teaching program, the school they apply to and the teacher they have chosen. So, none of these can fail, as important as the school credibility is the image and the strength of the teacher on the confidence they show!

The satisfaction of studying is the fourth condition of motivation. Positive feedback, playing the music of the student’s favorite band at the end of the class, or even giving non-expected compliments can make the learners get a boost of enthusiasm during the learning process.

The last category comes with an interesting belief from Keller: Volition used to describe one’s will to achieve their goals. Keller defends that, besides all the four categories that have been known for a while, there is a need to put extra effort into the maintenance of the student’s desire to get to the end of the program. Not just the easy or the fun part of the classes but go through the challenges that come with it!

Have some more interesting thoughts on this matter? Share them with us on our socials! Stay motivated and see you next week!


References:

Keller, John M. “Motivation, learning, and technology: Applying the ARCS-V motivation model.” Participatory Educational Research 3.2 (2016): 1-15.

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