Motivation

Motivation, while not the sole factor in increasing student achievement, is an extremely important one. As urban classroom leaders, teachers take on the responsibility to motivate and positively affect learners’ attitudes towards learning.

Motivation in the multicultural classroom begins with building respectful, caring relationships with learners. The urban teacher must be of the mindset that students “don't care how much you know until they know how much you care.”

The dynamic at the core of urban classroom leadership is the so-called "Pygmalion Effect" – the concept that students mirror their teacher's expectations. Teacher expectations -- communicated in verbal and nonverbal ways -- directly influence student behavior and performance. Beliefs have consequences. To be effective, the urban educator must value and care about learners as individuals and believe in their success.

While each learner is different, and therefore will respond to different motivational techniques, an understanding of basic motivation theories can facilitate the urban educator’s ability to create a productive classroom environment.

(1) Urban teachers should strive to provide each learner with a sense of safety and belonging.

(2) Urban teachers need to be responsive to learners’ cultural needs.

(3) Urban teachers must connect school to home. Students whose families are involved in their education generally do better in school.

(4) Urban teachers should set challenging, reachable goals that the learners are committed to achieving. Students who achieve goals develop feelings of competence and success.

(5) Urban teachers should reward achievement and praise learners for their accomplishments.