Online StoreMotivating Teens is Possible with the Right Attitude
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Though difficult, it is possible to get a student interested in even the most boring task. If kids and teens find the relationship between their schoolwork or other daily tasks, and their life as a whole, motivation will rise. Helping students to connect seemingly abstract events in their lives to who they are and what they will become is the key to motivation. When kids and teens learn to ask, “What’s in it for me?” they can find meaning in the task at hand. Odd as it sounds, “What’s in it for me?” or WIIFM (pronounced wiffum), is a way to help students see the advantage in something they view as negative, over the difficulty and effort of the job at hand.
Often math lectures are boring and students are tempted to tune out. They don’t’ see the benefit of paying attention. At that point, a student has to ask himself “What’s in it for me?” He has to evaluate whether the WIIFM outweighs falling asleep in class. In this case, the WIIFM if he stays awake and listens, and even take notes, will likely be a better grade. But it doesn’t end there. Another WIIFM could be peer approval, especially if it is viewed that popular kids do well in math. There may be other incentives in paying attention, like rewards at home for doing better in school. So, asking “What’s in it for me?” is a powerful motivation tool.
Using WIIFM is really just an innovative way of creating interest, something kids and teens have difficulty doing without help. The basic chores of life have little meaning to kids and teens because they see the daily grind as disconnected from their life and their future. Learning to use WIIFM helps kids and teens make that connection. But getting used to asking “What’s in it for me?” takes time. That’s why academic summer camps are so valuable in showing students how they can learn to think differently and have successes. Finding a reason to be interested is the key to finding motivation. As soon as a student begins to see the greater value in their studies, their chores at home, or other activities, the easier it is for them to see, “What’s in it for me?” Once an unmotivated student can see the WIIFM, it will change a whole course of events. Take baseball practice for example. A kid is playing a video game and doesn’t want to go to practice. If he can ask himself, “What’s in it for me?” he may realize that he’s a part of a team and by going to practice, the team has a better chance of scoring points. The WIIFM today is that he is more prepared for the upcoming game. The WIIFM tomorrow is that the team may win.
Once WIIFM is identified, students begin to understand that the benefits of WIIFM grow on themselves. Take the example of winning the game. A lot more happens than just being a part of a winning team. A kid feels better about himself; he bonds with the group - the team. He is more popular at school and to keep that feeling going, he may work harder in his classes. Then he raises his grades and feels even better about himself. This all happens because he decided that the WIIFM of going to practice was being prepared to win.
Knowing how to create interest - understanding “What’s in it for me?” is the key to finding motivation in any area of life. It is taking responsibility for your life, and it is the difference between a passive learner and an active learner. Passive learners don’t see the learning potential in their situation, but active learners gain whatever they can from every situation. Passive learners also ignore opportunities for growth from a learning experience. In addition, they simply let things happen to them. Active learners use what they learn to their benefit and they make things happen.
When a student begins to identify the WIIFM in situations and becomes an active learner, a light goes off in his head. Motivation rises and he uses challenging or mundane situations to his advantage. He makes better choices that help him advance toward a goal he can see. Then he gains personal power. Personal power enables a student to go toward life - raising his motivation and allowing him to be fruitful in what he does.
Raising motivation in kids and teens who don’t have any is a challenge. But, if children get help learning how to view life differently, they can find successes in the things they do. Academic summer camps help students to see the “What’s in it for me?” to create interest and gain personal power. Then, when they’ve succeeded, they can celebrate. Recognizing what they’ve achieved, teens need to celebrate to underscore their success. The celebration reminds them that the process works, which builds more motivation for the next task. An adult may ask, “What’s in it for me?” sooner than a kid would. But once a student learns the power of WIIFM, motivation comes fast and furious.
