Bởi vì động lực nội tại liên quan đến một ổ đĩa đối với thẩm quyền ngày càng tăng, cũng như ổ đĩa một sự tò mò, nó cũng có thể được bồi dưỡng bằng cách cung cấp cho học sinh với thông tin phản hồi thường xuyên về kỹ năng và thẩm quyền của họ đang phát triển, và bản vẽ chú ý của họ những gì họ có thể làm gì và hiểu bây giờ so trước khi bắt đầu quá trình làm việc. | 74 Essential Teaching Skills Because intrinsic motivation involves a drive towards increasing competence as well as a curiosity drive it can also be fostered by providing pupils with regular feedback on how their skills and competence are developing and drawing to their attention what they can do and understand now compared with before the course of work began. Building on extrinsic motivation Strategies that build on pupils extrinsic motivation include linking effort and success to material rewards and privileges. You must be extremely careful however to ensure that the reward or privilege offered is actually one desired by the pupils concerned and does not undermine their intrinsic motivation or alienate those who make an effort but who are not rewarded in this way. For example offering the opportunity to those who work hard to start their break early seems to devalue the worthwhileness of the activity offering a book token to the best piece of project work may again offer far more hurt to those unsuccessful than pleasure to the pupil who wins it. Other strategies include esteem-related rewards such as high grades or other forms of recognition for effort and success although again if such rewards are overtly competitive you need to be aware of their possible effect on other pupils. Teacher praise is a very important and powerful motivation although its effect depends on skilful use. Praise that is explicitly linked to the pupil s efforts and attainment which conveys sincere pleasure on the teacher s part and which is used with credibility is more effective than praise simply offered on a regular basis but lacking these qualities. Extrinsic motivation can also be highlighted by indicating to pupils the usefulness relevance and importance of the topic or activity to their needs. These may be their short-term needs such as academic qualifications or high test scores of attainment or their long-term needs such as coping with the demands of adult life successfully or
