Motivation for learning and classroom management. sheliza hyder

Date: 13th March 2018
MOTIVATION FOR LEARNING
AND CLASSROOM
MANAGEMENT
Presented to you by
Sheliza Hyder
(B.Ed HONS student)

Date: 13th March 2018Sheliza Hyder
TABLE OF CONTENTS
Definitions of motivation by different authors.
Basic concept about motivation.
Types of motivation i.e. intrinsic and extrinsic motivation.
Intrinsic motivation vs. extrinsic motivation.
Maslow’s hierarchy of Human needs.
Effects of motivation on student learning.
Strategies for promoting student motivation/role of teacher as a
Motivator.

PAUSE TO PONDER…
Why do we
do the things
we do?
What is it that
derives our
behavior?

LET’S PLAY FREEZE UP…
Instructions
1. Divide students into pairs accordingly.
2. Ask students to read the two questions very carefully and think of any
one action then discuss in the pairs why we do it.
3. Each pair has to freeze up while portraying what they do and why they
do. One partner in each pair will freeze to portray an action and the
other partner will freeze to portray why we do that action.
4. Have a look on the example:
Olaf is dancing because he’s happy

TASK 1: MYSTERY TASK
Instructions
In your pairs you’ll be given a chit having a specific quote.
Discuss in your pairs what you’ve understood from the quote and
share your own personal experience related to that quote if you have
any…

Good, better, best. Never let it
rest. Till your good is better
and your better is best.
St. Jerome
In order to succeed, we must
first believe that we can.
Nikos Kazantzakis
A winner is a dreamer who
never gives up.
Nelson Mandela
You are not a drop in the
ocean, you are the entire
ocean in a drop.
Mevlana Rumi.
However difficult life may
seem, there’s always
something you can do and
succeed at.
Stephen Hawking.

LETS DEBRIEF IT!
What do you
mean by
MOTIVATION?

HOW DIFFERENT SCHOLARS HAVE
DEFINED MOTIVATION…
"Motivation is an ongoing process" (Goudas, Biddle, & Fox, 2011).
"Motivation is a desire to do something" (Kim, & Lee, 2008).
"Motivation is what causes behavior" (Fejes, 2008).
"Motivation is generally considered a kind of curiosity" (Schmidt,
2009).
"Motivation is level of persistence" (Kennedy, 2010).
"Motivation is the stage that triggers the whole decision process"
(Harmon-Jones, & Harmon-Jones, 2010).

LET’S BUILD OUR CONCEPT ABOUT
MOTIVATION…

TASK 2: LET’S READ TOGETHER.
Instructions:
Divide the students in two or three groups according to the class
strength.
Ask each group to copy the Venn diagram from here.
Every group will be provided 10 minutes to read about types of
motivation and that are intrinsic and extrinsic motivation. After reading
they have to write about differences and similarities about both the
types of motivation.

VENN DIAGRAM
Write down
differentiation points of
intrinsic motivation…
Write down
differentiation points of
extrinsic motivation…
Write down similarities of both over here…

TYPES OF MOTIVATION
EXTRINSIC MOTIVATION INTRINSIC MOTIVATION
Extrinsic motivation occurs
when we are motivated to
perform a behavior or
engage in an activity to earn
a reward or avoid
punishment. It is from the
external environment.
Example include:
Studying because you want
to get a good degree.
Intrinsic motivation involves
engaging in a behavior
because it is personally
rewarding; essentially,
performing an activity for its
own sake rather than the
desire for some external
reward.
Example include: studying
because you want to self
actualize your potentials.

EXTRINSIC VS. INTRINSIC MOTIVATION
Extrinsic motivation arises from outside of the individual while
intrinsic motivation arises from within.
Sometimes people don’t have intrinsic motivation so extrinsic
rewards can induce interest and participation. But vice versa cannot
happen.
Extrinsic rewards can be used to motivate people to acquire new
skills or knowledge. Once these early skills have been learned, people
may then become more intrinsically motivated to pursue the activity.
But vice versa cannot happen.
Extrinsic rewards can also be a source of feedback, allowing people
to know when their performance has achieved a standard deserving
of reinforcement. And similarly in intrinsic motivation, self feedback or
self analysis could also be done.

TASK 3: WHICH IS MOST IMPORTANT FOR
ME?
Instructions
Take out your note books.
Think for 1 minute about what is most important to you in your life.
Arrange them in order while deciding which is most important to you
in your notebooks.
hunger
Order &
beauty
love
Competen
cy
safety
Self
fulfillme
nt
explore

MASLOW’S HIERARCHY OF HUMAN NEED
Physiological needs
Physiological needs: hunger, thirst and
so forth.
Safety needs: to feel secure and safe.
Out of danger.
Belongingness and love needs: to
affiliate with others, be accepted and
belong.
Esteem needs: to achieve, be
competent and gain approval
and recognition.Esteem needs
Cognitive needs.
Cognitive needs: to
know, understand and
explore.
Aesthetic needs: symmetry,
order and beauty.
Aesthetic needs.
Self actualization need: to
find self fulfillment and
realize one’s potential.
Self
actualize

BILLION DOLLAR QUESTION FOR YOU…
How motivation can make
students learn ?
In your groups discuss and list down the instances or list down daily life
examples which you think best describes this billion dollar question.

HOW MOTIVATION AFFECTS LEARNING
AND BEHAVIOR?
Motivation has several effects on students’ learning and behavior.
Motivation directs behavior toward particular goals. Social cognitive
theorists propose that individuals set goals for themselves and direct their
behavior accordingly. Motivation determines the specific goals toward which
learners strive (Maehr & Meyer, 1997; Pintrich et al., 1993). Thus, it affects
the choices students make—for instance, whether to enroll in physics or
studio art, whether to spend an evening completing a challenging homework
assignment or playing videogames with friends.
Motivation leads to increased effort and energy. Motivation increases the
amount of effort and energy that learners expend in activities directly related
to their needs and goals (Csikszentmihalyi & Nakamura, 1989; Maehr, 1984;
Pintrich et al., 1993). It determines whether they pursue a task
enthusiastically and wholeheartedly or apathetically and lackadaisically.

AND BEHAVIOR? (CONT…)
Motivation increases initiation of and persistence in activities. Learners
are more likely to begin a task they actually want to do. They are also
more likely to continue working at it until they’ve completed it, even if they
are occasionally interrupted or frustrated in the process (Larson, 2000;
Maehr, 1984; Wigfield, 1994). In general, then, motivation increases
students’ time on task, an important factor affecting their learning and
achievement (Brophy, 1988; Larson, 2000; Wigfield, 1994).
Motivation affects cognitive processes. Motivation affects what learners
pay attention to and how effectively they process it (Eccles & Wigfield,
1985; Pintrich & Schunk, 2002; Pugh & Bergin, 2006). For instance,
motivated learners often make a concerted effort to truly understand
classroom material—to learn it meaningfully—and consider how they
might use it in their own lives.

AND BEHAVIOR? (CONT…)
Motivation determines which consequences are reinforcing and punishing. The
more learners are motivated to achieve academic success, the more they will be
proud of an A and upset by a low grade. The more learners want to be accepted
and respected by peers, the more they will value membership in the “in” group and
be distressed by the ridicule of classmates. To a teenage boy uninterested in
athletics, making or not making the school football team is no big deal, but to a
teen whose life revolves around football, making or not making the team may be a
consequence of monumental importance.
Motivation often enhances performance. Because of the other effects just
identified—goal-directed behavior, effort and energy, initiation and persistence,
cognitive processing, and the impact of consequences—motivation often leads to
improved performance. As you might guess, then, students who are most
motivated to learn and excel in classroom activities tend to be our highest
achievers (A. E. Gottfried, 1990; Schiefele, Krapp, & Winteler, 1992; Walberg &
Uguroglu, 1980). Conversely, students who have little interest in academic
achievement are at high risk for dropping out before they graduate from high
school (Hardré & Reeve, 2003; Hymel et al., 1996; Vallerand, Fortier, & Guay,

Extrinsic and intrinsic motivation can also play a significant role in
learning settings. Some experts argue that the traditional emphasis on
external rewards such as grades, report cards, and gold stars
undermines any existing intrinsic motivation that students might have.
Others suggest that these extrinsic motivators help students feel more
competent in the classroom, thus enhancing intrinsic motivation.

TASK 4: THEATRE TIME
Instructions
Think of some of the strategies or ways through which you can
motivate a child to learn.
In your groups plan a small script of about 2 to 3 minutes maximum
in which you’ll be portraying some of the ways to motivate students for
learning.
You only have 5 minutes to prepare.

STRATEGIES FOR PROMOTING STUDENT
MOTIVATION/ROLE OF TEACHER AS A
MOTIVATOR.
Following are some research-based strategies for motivating
learn.
Become a role model for student interest. Deliver your
with energy and enthusiasm. As a display of your motivation, your
passion motivates your students. Make the course personal,
you are interested in the material.
Get to know your students. You will be able to better tailor your
instruction to the students’ concerns and backgrounds, and your
interest in them will inspire their personal loyalty to you. Display a
interest in students’ learning and a faith in their abilities.
Use examples freely. Many students want to be shown why a
technique is useful before they want to study it further. Inform
about how your course prepares students for future opportunities.

MOTIVATOR. (CONT)
Use a variety of student-active teaching activities. These activities
directly engage students in the material and give them opportunities to
achieve a level of mastery.
Teach by discovery. Students find as satisfying as reasoning through
a problem and discovering the underlying principle on their own.
Cooperative learning activities are particularly effective as they also
provide positive social pressure.
Set realistic performance goals and help students achieve them by
encouraging them to set their own reasonable goals. Design assignments
that are appropriately challenging in view of the experience and aptitude
of the class.

MOTIVATOR. (CONT)
Place appropriate emphasis on testing and grading. Tests should be a
means of showing what students have mastered, not what they have not.
Avoid grading on the curve and give everyone the opportunity to achieve
the highest standard and grades.
Be free with praise and constructive in criticism. Negative comments
should pertain to particular performances, not the performer. Offer
nonjudgmental feedback on students’ work, stress opportunities to
improve, look for ways to stimulate advancement, and avoid dividing
students into sheep and goats.
Give students as much control over their own education as possible. Let
students choose paper and project topics that interest them. Assess them
in a variety of ways (tests, papers, projects, presentations, etc.) to give
students more control over how they show their understanding to you.
Give students options for how these assignments are weighted.

REFERENCES:
Definitions of motivation by different authors:
https://sites.google.com/site/howscholarsdefinemotivation/
Concept about motivation: Video: The science of Motivation
https://www.youtube.com/watch?v=pZT-FZqfxZA
Intrinsic and Extrinsic Motivation:
https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-
motivation-2795384
Maslow’s hierarchy of Human Needs: It is taken from the book,
“Introduction to Psychology by Rita L. Atkinson, Richard C. Atkinson and
Ernest R. Hilgard.
Motivation affects learning and behavior:
https://www.education.com/reference/article/motivation-affects-learning-
behavior/
Strategies for promoting student motivation:

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