A Psychological Approach Regarding Motivation in a Bilingual Classroom 2 Students want and need work that enables them to demonstrate and improve their sense of themselves as competent and successful human beings. This is the drive toward mastery. But success, while highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience failure far more often than success. Biehler (p. 225) claims that studies show that when CAI used in conjunction with a teacher's lessons, is particularly beneficial for low-achieving and young students. Before we can use success to motivate our students to produce high-quality work, we must meet three conditions: 1. We must clearly articulate the criteria for success and provide clear, immediate, and constructive feedback. 2. We must show students that the skills they need to be successful are within their grasp by clearly and systematically modeling these skills. 3. We must help them see success as a valuable aspect of their personalities. All this seems obvious enough, but it is remarkable how often we fail to meet these conditions for our students. Take skills. Can you remember any crucial skills that you felt you did not successfully master because they were not clearly taught? Was it finding themes in literature? Reading and interpreting primary texts? Thinking through nonroutine math problems? Typically, skills like these are routinely assigned or assumed, rather than systematically modeled or practiced by teachers. So how can we help students master such skills? When teaching your students to find themes, for example, deliberately model interpretation. Ask your students to give you a poem you have never seen, and then interpret it both for and with them. If they are reading primary texts, use what we call the "main idea" strategy. Teach them how to find the topic (usually a noun or noun phrase), the main idea (a sentence that states the text's position on the topic), and reasons or evidence to support the main idea.
