Look into a classroom and it won’t be hard to see who’s interested and who’s not. It’s easy to spot the students who are motivated and the ones who aren’t. Finding meaning in the mundane tasks of life is tough for anyone, but getting kids and teens to tune in can be nearly impossible. Kids, like adults, are required to do many tasks that seem to have no meaning in their lives. Adults struggle with the same issues, but unlike adults, kids and teens don’t have the perspective that comes from age and experience. While adults can find some good in what they’re doing, kids and teens often cannot. The result is that they operate with low motivation, which keeps them from advancing. Out of desperation, parents and teachers try a host of things to get a student motivated. Personal tutoring, special classes, or extra attention at home can help, but motivation will stay low unless a child takes interest in what he’s doing.
It is difficult to get a student to invest in learning, but it is by no means impossible. Helping kids and teens find the relationship between what they are being taught and the life that they’re living is the key to finding motivation. Learning is brought to life when students begin to connect the seemingly abstract events in their lives to who they are and their interests. Students need to learn to ask, “What’s in it for me?” It may sound like a strange question, but it’s not. “What’s in it for me?” or WIIFM (pronounced wiffum), is a method that helps teens see a bigger benefit in something they view as negative, over the difficulty and effort of the job in front of them.
What is the advantage of staying awake during a boring math lecture? A student 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, is good grades. Another WIIFM could be that the math teacher gives public recognition to those students who do well in the class. The student likes positive attention, and knows that if he does well he’ll get recognized. In addition to getting recognized, his parents have promised a new video game for a better grade in the class. In this way, asking, “What’s in it for me?” becomes 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 and students begin to understand the benefits of it, motivation grows. Being in a position to win the game is a good example, but a lot more happens than that. If a teen is giving it his all he feels good about himself, others feel good about him, and he bonds with his teammates. In addition to that, he might become more popular as a result. It feels good to be popular so he may work harder in school. Harder work leads to better grades, which make him feel better about himself. All of this happens because he asks, “What’s in it for me?” before baseball practice. One success builds on another and motivation is raised significantly.
Knowing how to create interest and understanding “What’s in it for me?” is the key to finding the motivation that often seems hidden. Creating interest helps a teen take responsibility for his life, and that is the difference between a passive learner and an active learner. Active learners view things differently and get whatever lessons they can from each situation. A passive learner is often a victim of his own situation because he doesn’t see any learning potential in the activity at hand. Active learners use their situation to their benefit and build success upon success. Ignoring opportunities is the trademark of the passive learner.
Another big event occurs when a student begins to identify the WIIFM in situations and becomes an active learner. Aside from raising his motivation, the student now begins to make better choices in challenging or mundane situations. That leads to personal power. Instead of pulling away from life, personal power leads to the motivation that takes a student toward life and many future opportunities.
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.
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