My group project for my writing center course was focused on the topic of motivational scaffolding, and as my group members and I learned through the research we did, motivational scaffolding is scaffolding oriented around developing rapport and using positive language to increase a writer’s or learner’s motivation. In other words, it’s scaffolding accomplished in such a way that the learner in the hypothetical teaching scenario (of the scaffolding concept) is given encouragement during the process of learning a new skill. Another important element of motivational scaffolding my group learned about is how it contributes to creating an environment that facilitates and encourages active participation in the learning process.
As researchers Jo Mackiewicz and Isabelle Thompson convey in their work on writing centers and scaffolding, increasing a writer’s motivation leads them to put more effort into the work they’re doing. This then increases the likelihood of writers learning and retaining the new skill they’re being taught, and additionally leads to increased self-confidence.
The Strategies
There are a number of different strategies for conducting motivational scaffolding that can be easily incorporated by peer tutors into their teaching methods–in fact, it would be fair to say that motivational scaffolding is already part of a number of our core practices here at the University Center for Writing-based Learning (UCWbL). Some of these motivational scaffolding methods include using positive language during appointments and demonstrating empathy with the writer by acknowledging and relating to issues they might be having with their writing or classes in general. Another method that I think can easily be practiced is that of showing concern to the writer by asking them if they’re able to understand the feedback that you’re giving. Again, all these different strategies are part of what helps to build a comfortable environment that encourages writers to actively participate.
Furthermore, in doing research, I learned that something as basic as being polite works well as a strategy for motivational scaffolding, as it embodies multiple strategies all at once. Speaking in a polite manner builds rapport with a writer from the get-go, as it establishes respect for the other party, and using polite language to phrase feedback and such means that the feedback you give will be constructive and won’t come across as overly demoralizing.
One way polite feedback can be practiced is by framing advice as something you would do in a hypothetical situation–that is, saying something like “I would change this by doing x y z” instead of directly telling the writer to do so. Expressing politeness also ties into showing empathy for the writer and creating a comfortable environment for them to share their writing in.
These were just a few of the ways that motivational scaffolding can be effective in peer tutoring contexts. Due to how politeness can incorporate multiple motivational scaffolding strategies at once, I think it can be an especially useful practice to follow in how you conduct yourself in appointments. It’s also just part of being a nice human being in general.