Motivation Techniques is one of the topics in EDUC 104- Principles of Teaching I

1. MOTIVATION TECHNIQUES

2. Motivation
• It is a driving force that impels one to react.
• This energizes, directs and sustains student’s
behavior.
• An invisible moving force that should be
imposed by a committed teacher to his or her
students to go beyond their limits.
• It does not happen by chance, and it does not
occur at the click of the finger.

3. Intrinsic Motivation
• It is called internal motivation.
• It is a self-driven type motivation that lasts for a
long time.
• It originates from the student’s inner selves or
from factors inherent in the task being
performed.
• A kind of motivation that must be developed
among the learners.

4. Extrinsic Motivation
• It is called external motivation.
• It originates from the student’s learning
environment or from factors external to the
students and unrelated to the task at hand.
• This is not permanent, it needs some sort of
continuous reinforcement in the form of a
phrase or concrete rewards.

5. Cultivating Intrinsic Motivation
• It is a challenge to every teacher.
• The desire to learn is evident even when the going gets
tough like when their grades are not what they expect
to receive or the worst, praises are denied them.
• Their reasons for learning emanate from themselves,
fueled by their desire to achieve and succeed in any
tasks entrusted to them.
• Every teacher is enjoined to work toward his
motivational prowess.

6. Cultivating Intrinsic Motivation
• The important thing is not so much that every
child should be taught, as that every child
should be given the wisdom to learn. (John
Lubbock, 2009)
• A teacher who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on cold iron. (Horace Mann)
• If you treat an individual as if he is what he
ought to be and could be, he will become what
he ought to be and could be. (Goethe)

7. Motivation Techniques
G - Glow
O - Observe
D - Demonstrate
E - Engage
E - Embrace
P - Provide
L - Listen
Y - Yield

8. Glow
• Don’t lose glow in your everyday teaching.
• Making yourself aglow with interest and joy
helps students to be drawn you.
• Teacher who have frowning face is not pleasant
to behold.
• Many students feel disappointed and
demoralized when teachers cast a dagger look
on them.

9. Observe
• Be very vigilant whether the students perform
positively or negatively.
• If the students are performing well, recognized.
If students commit mistakes, reprimand them.
• It is a matter of communicating them through
constant observations of how they are
performing.
• Knowledge of the students that they are
observing will help the teacher prevent many
conflicts and problems.

10. Demonstrate
• Teachers do not project an image of
“inapproachability” due to his or her high
standard of compelling the students to perform
excellently.
• Students should be given the freedom to be
themselves.
• Decision making should be the sole task of the
teacher.

11. Embrace
• Every student should be embraced as your own
despite their weakness and limitations.
• A negative remark on a student’s performance
is a “sin” against motivation.
• “ It helps when students feel positively toward
you. Communicate that you are and will help.
Extend to the students the support necessary to
succeed. Encourage learners by being patient
yet determined for their success.”
Cruickshank and companions (2009)

12. Engage
• Students should be involved in academic
learning activities which they could respond to
meaningfully and successfully.
• The construction of meaning to the activities is
a motivating factor to be involved actively.

13. Praise
• A “sweet music” to a student’s ear is praise.
• Negative words spoken by the teacher are like sharp
swords cutting through the heart of students. Once the
students are hurt, a sort of unpleasant relationship
between them and the teacher could possibly happen.

14. Listen
• Teacher should have an attractive gesture, it
should be coupled with a desire to find out what
a student is trying to drive at every time he or
she called to recite or share in the class.
• Effective listening is synonymous with taking
the students’ responses without interruption,
displaying impatience or rushing the learner.

15. Yield
• This is synonymous with the objective
acceptance of the students’ feedback or
answers.
• Once in a while the teacher must learn how to
give way to demands of the students.
• The wisdom of the young should not be
underestimated.

16. ARCS
• It is mentioned by Keller (1987-1999) as cited
by Robert Gagne and companions (2005).
• It is a model of motivational design where A is
attention; R-relevance, C-confidence and S is
satisfaction.

17. ARCS Model Categories and Subcategories
Attention
Perceptual
arousal:
Inquiry arousal:
Variability:
How can I do to capture their interest?
How can I stimulate an attitude of inquiry?
How can I use a variety of tactics to maintain
their attention?
Relevance
Goal
orientation:
Motive
matching:
Familiarity:
How can I best meet my learner’s needs?
How and when can I provide my learners with
appropriate choices, responsibilities, and
influences?
How can I tie the instruction to the learners’
experiences?

18. Confidence
Learning
requirements:
Success
opportunities:
Personal control:
How can I assist in building a positive
expectation for success?
How will the learning experience support or
enhance the students’ beliefs in their
competence?
How will the learners clearly know their success
is based upon their efforts and abilities?
Satisfaction
Intrinsic
reinforcement:
Extrinsic rewards:
Equity:
How can I provide meaningful opportunities for
learners to use their newly acquired
knowledge/skill?
What will provide reinforcement to the learners’
success?
How can I assist the students in anchoring a
positive feeling about their accomplishments?

19. Steps in Motivational Design
Motivational Design Steps Specifications
1. Obtain course information Couse description and rationale
Setting and delivery system
Instructor information
2. Obtain audience information Entry skill levels
Attitudes toward school or work
Attitudes toward course
3. Analyze audience Motivational profile
Root causes
Modifiable influences
4. Analyze existing materials Positive features
Deficiencies or problems
Related issues

20. 5. List objectives and assessments Motivational design goals
Learner behaviors
Confirmation methods
6. List potential tactics Brainstorm list of tactics
Beginning, during and end throughout
7. Select and design tactics Integrated tactics
Enhancement tactics
Sustaining tactics
8. Integrate with instruction Combine designs
Point of inclusions
revisions to be made
9. Select and develop materials Select available materials
Modify to the situation
Develop new materials
10. Evaluate and revise Obtain student reactions
Determine satisfaction level
Revise if necessary

21. Motivational elements of the Go Deeply
Model
Elements and Sub-
elements
Meaningful Process Questions
GLOW
Consistency How do I know how well students learned?
Interest What can I do to hold the students’
attention?
Joy How can I make learning enjoyable?
OBSERVE
Focus What can I share to help them concentrate?
Vigilance How can I assist them to be observant of
unexpected events?
Visibility How can I make my presence felt?

22. Elements and Sub-
elements
Meaningful Process Questions
DEMONSTRATE
Caution How will the learners be extra prudent in
their judgement?
Approachability What can I do to overcome their fears?
Autonomy What will provide freedom to the learners’
interaction?
ENGAGE
Active participation How can I encourage them to interact
well?
Involvement What can I do to enhance their
engagement?
Collaboration How can I encourage the to share their
ideas to others?

23. Elements and Sub-
elements
Meaningful Process Questions
EMBRACE
Acceptance What else can I do to improve that I am
not biased?
Positive approach How can I win their attention to share?
Communication How can I encourage them to speak their
mind?
PRAISE
Appreciation How can I best relay my joy in their
accomplishment?
Confirmation What can I do to sustain their
involvement?
Sincerity How will I encourage them to remove
their bias feelings?

24. Elements and Sub-
elements
Meaningful Process Questions
LISTEN
Attentiveness What can I do to enhance their focus?
Openness How will encourage them to be
accommodating?
Patience What will I provide to develop their
control of anger over unresolved problem?
YIELD
Affirmation How will I refrain from habitual
disagreement?
Agreement What will I do to appreciate their negative
comments?
Alliance Is there a way to collaborative them?

25. THANK YOU FOR LISTENING