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Teach the teacher motivation (unit one)

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Teach the teacher motivation (unit one)

  1. 1. Louis Cabuhat, Academic Dean Managing Emotions and Improving Motivation
  2. 2. Learning Objectives At the end of this lesson, learners should be able to:  Create a personal definition of „motivation‟  Differentiate between extrinsic and intrinsic motivation  Verify whether your learner(s) are motivated  Accept the impact poor motivation has on student persistence
  3. 3. “If you don‟t know where you are going, any road will get you there” - Richard S. Sagor Connecting Your Actions to the Target IMPROVED OUTCOMES
  4. 4.  Performance Targets (INDIVIDUAL OUTCOMES) ◦ Ask yourself, “What are students expected to gain from our „actions”?  Improved motivation  Improved engagement  Realistic goal-setting  Improved achievement  Process Targets (TECHNIQUES or STRATEGIES)  Development of an Early Warning System Training Targets (Sagor, 2011)
  5. 5. Defining Motivation How do you define motivation?  Think ‘emotionally-driven’ actions Motivation may be defined as “an internal state that arouses learners, steers them in a particular direction and keeps them engaged with certain activities” (Lei, 2010, p. 153). 1. Horse to water 2. Fly to honey 3. Human to affection What „drives‟ your students?
  6. 6. Intrinsic Motivation ("Homer thinking," 2013)
  7. 7. Extrinsic Motivation ("Engagement and motivation," n.d.)
  8. 8. Which Type of Motivation is MORE useful to Higher Ed. professionals A B
  9. 9. Motivation: Just the Facts  Many students are not ready for the challenges encountered in college (Balduf 2009)  Studies suggest that issues of time- management tasks and self-discipline “proved more challenging” than anticipated upon enrollment to college (Balduf, 2009).  Morrow & Ackermann (2012) found that learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program.  Sparkman, Maulding & Roberts (2012) note parental education accomplishments as influential on learner motivation and persistence in college. Intrinsic Intrinsic Intrinsic Intrinsic
  10. 10. Are you a teacher who underscores instrument goals (hard skills and soft skills)? Why? Hard Skills  Verbal/Written  Mathematic  Laboratory  Questioning  Computer Soft Skills  Attitude  Relationships  Empathy  Listening  Tact
  11. 11. Question: What data is currently available in your class (or daily interactions) that can offer potential information on the presence or absence of motivation with your students? Put another way: How can you tell if motivation exists?
  12. 12. Introducing Susan
  13. 13. Student Scenario: Susan is a new student who is attending classes at Bryman College – A for-profit organization. As a new enrollment to the school, Susan repeatedly misses assignment deadlines and submits work late. While in class, her instructor notices that Susan frequently avoids eye contact with others and she excludes herself from group discussions. Now, in her third week of a four week module, it doesn’t look good. The teacher is concerned that some of Susan’s behavior is an early indication of what’s about to come – another drop for the college; another failed attempt. So, in an effort to address the problem, the teacher presents what she knows of Susan to colleagues at the college. And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. What’s even more unsettling – the College attrition rate for students, immediately following the first few weeks of class, is extremely high.
  14. 14. Head on over to to begin the online discussion and anchor your comments to our dynamic case involving „Susan‟.
  15. 15. Reference List Balduf, M. (2009). Underachievement among college students. Journal of advanced academics, 20(2), 274-294. Retrieved from Engagement and motivation. (n.d.). Retrieved from Homer thinking. (2013). Retrieved from Laskey, M. L., & Hetzel, C. J. (2010, August 30). Self-regulated learning, metacognition, and soft skills: the 21st century leaner. Retrieved from Lehmann, W. (2007). "I just didn't feel like I fit in": the role of habitus in university dropout decisions. Canadian journal of higher education, 37(2), 89-110. Retrieved from ac8dfff6da1c@sessionmgr12&vid=5&hid=127
  16. 16. Lei, S. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from college instructors' perspective. Journal of instructional psychology, Retrieved from 061cc4704cbc@sessionmgr111&vid=8&hid=108 Millar, B., & Tanner, D. (2011, December 10). Student perceptions of their readiness for community college study. Retrieved from Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College student journal, 46(3), 483-491. Retrieved from acc4e88f76d0@sessionmgr15&vid=7&hid=113 Sparkman, L., Maulding, W. S., & Roberts, J. G. (2012). Non-cognitive predictors of student success in college. College student journal, 46(3), 642-652. Retrieved from acc4e88f76d0@sessionmgr15&vid=5&hid=12 Reference List
  17. 17. Taylor, J. (2012). Students‟ perspective on intrinsic motivation to learn: a model to guide educators. ICCTE, 7(2), Retrieved from Tinto, V. (1987, November). The principles of effective retention. Fall conference of the Maryland college personnel association. Retrieved from Reference List

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  • navirpak

    Aug. 22, 2014
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