I gamify my eighth grade classes. A major critique of gamification is the extrinsic motivation it often relies on. I put a great deal of thought into how I utilize games in class. I try to understand and evaluate what I do in relation to the "carrot and stick" limitations on student motivation and management. Extrinsic motivation is not to be discarded as some suggest in place of only attempting to foster internal motivation. Both have their place within the classroom.
Sure, ideally, all students in front of me would be motivated by some internal passion and drive. That is not the case. Nor, as some suggest, are wonderfully planned lessons the panacea of motivation and management. Your awesome lesson will not relieve some students of the baggage they bring to class. Your empowering lesson promoting student choice and agency won't change a terrible marriage, mental illness, or myriad other problems that arrive with students in class. I digress.
Extrinsic motivation has its place in the classroom. I'll give two stories from my years of teaching, both involving the simplest and most common of motivators: candy.
Story 1
I believe it was my fifth year teaching. My period six class couldn't seem to get to class on time and it wasn't always the same students. A few were repeated offenders but about a third of the class was coming in late; not a behavior I wanted to continue. I didn't want to call home and write detentions for eight students. I spoke to a few of the worst offenders and called home for them. The rest of my plan?
On the next Monday those in the class before the bell had one Starburst placed on their desk as they did the bell ringer. Students coming in late took notice and asked. I told them it was a reward for those who came in on time prepared. The next day more students arrived on time. The following day even more. By the end of the week only a few students arrived late.
The next week I didn't hand out candy, but guess what happened? They kept arriving on time. For the rest of the year I didn't give out candy for being on time. I just had to change their behavior the one time to elicit the continued positive behaviors. Of course there were a few students that needed the negative reinforcement of phone calls home and detentions once in while but that was rare. Was this candy experiment external motivation? Heck yes! Did it work? Fantastically!
Story 2
John (not his real name of course) was not a great student and didn't even have great attendance. He lived in poverty and was a nice kid you could talk to one on one. He had trouble staying on task and focusing in class. Detentions and phone calls home were not going to go far (I knew the family) so I had to find another way to get this child through science 8. Talking to him after class one day we came up with a behavior plan together. Every day he was on task and didn't get in trouble he could stop by after school for two Starbursts. It worked. Simple as that. Our little agreement motivated him to do better in class. At the end of the school year I stopped by his house with a bag of Starburst.
Conclusion
I think most teachers that try everything to reach students will have similar stories to mine. The truth is that not all strategies work with all students. Instruction and behavioral interventions need to be on a case by case basis. As teachers we adapt and do what works for us and the students in front of us. Extrinsic motivation isn't the evil thing some would have you believe. It must be placed in the tool chest and used appropriately and with care. Nor should it supplant our endeavors to increase internal motivation through student agency and choice. Part of what comes with teaching experience and professional practice is understanding and utilizing techniques and strategies at the right place and time.
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