One of the biggest challenges in education today is motivation. Teaching a class that is disengaged can feel overwhelming, especially when students struggle to see the point of what they are learning. Motivation is a strange thing because it is deeply individual. There is no secret potion or simple formula that magically makes students listen or care. What motivates one student may have no effect on another.
Ideally, motivation should be addressed on a one-to-one basis. However, this is unrealistic in most school settings. Teachers may only see a student for around forty-five minutes a day, perhaps three or four times a week. That limited time makes it difficult to fully explore each student’s interests, goals and future aspirations. Still, this does not excuse schools or teachers from trying to make learning meaningful. In fact, helping students see the relevance of school is crucial to both student success and overall school success. (Peterson, 2020)
The reality is that there is often very little space within a packed curriculum to deeply explore how subjects connect to life beyond school. Lessons are structured around outcomes, assessments and time constraints. This is why inviting guest speakers from outside the school is so valuable. Guest speakers can show students, in a real and tangible way, how their school experiences directly contributed to their success later in life.
Bringing in a guest speaker offers students something different. A new voice, a new face, and a new story can spark interest in ways that regular lessons sometimes cannot (Kovacic & Forkan, 2024). Students are often more open to listening when the message comes from someone outside the classroom. If a guest speaker can quickly build a positive connection with students, the impact can be powerful. It is very difficult, and often almost impossible, to learn from someone you do not like or believe in. Connection matters. (Clark, 2013)
At its core, school is not just about memorising content. The fundamentals of education prepare students to think critically, solve problems, be creative, work independently, collaborate with others and communicate with confidence. Students also develop research skills, technological awareness and adaptability, all of which are essential in the world beyond school. (Eccles & Roeser, 2011)
Many students openly question the value of their subjects. Phrases like “Why do we have to do this?” or “This is useless to me” are common. However, when you look closely at almost any career, the links are clear. A block layer needs to measure accurately, read drawings, follow instructions, write reports and manage time. These skills come from technology, engineering, maths and English. A manager needs strong communication, numerical skills, organisation and problem-solving abilities, drawing on subjects like English, maths, business, geography and civic studies. A graphic designer relies on creativity, communication and technology, all developed through art, English and digital skills.
A student might never directly use algebra as a sales manager, but they will use the
fundamental mathematical thinking behind it. Skills predictions on data, setting targets, making predictions and understanding revenue all stem from mathematical reasoning. The subject builds a way of thinking, not just a formula.
When students begin to see how school subjects connect to real jobs and real lives,
especially the life they imagine for themselves after school, motivation starts to grow
(Peterson, 2020). Motivation is often selfish in nature. We are motivated when we believe we will gain something in return, whether that is a sense of achievement, a qualification, a career opportunity, or a better future. (Ryan & Deci, 2000)
Helping students make these connections is one of the most important things educators can do. When students understand the purpose behind their learning, engagement increases and attitudes shift. This year, let us focus on helping students see the value in what they are learning, because when the connection is clear, motivation follows.
