The document discusses motivating young learners in the classroom by exploring their characteristics at different age levels, defining different types of motivation, and providing key elements and resources for engaging and motivating kids and teens. It also outlines how to design and implement a motivating project for young learners and present it.

1. MOTIVATING YOUNG
LEARNERS
CLAUDIA GUTIERREZ

2. This is me as a YL teacher
What do you see?

3. LEARNERS CHARACTERISTICS
15-up
https://padlet.com/pati008/5kuu8fpucqsltle
10-14
https://padlet.com/pati008/a0sal087ldvg
6-9
https://padlet.com/pati008/5da3ntaon8ex

4. KIDS 5-6
• Enjoy long periods of free play.
• Developing eye-hand coordination
• Enjoy small group cooperative
games.
• Eager to receive adult praise
• Like responsibilities they can
handle.
• Show physical aggression without
a motive
• Learning to cooperate with others,
but may at times display selfish
behavior
• Ask many questions
• Define things by their use
• Need guidance of adult when
starting a new task.
• Developing a sense of humor

5. KIDS 7-9
• Enthusiastic about games
• Experiencing improvement in both
gross and fine motor skills
• Have a strong drive toward
Independence
• Need to belong to a group
• Live in a world of games, rituals
and humor inhabited only by
children
• Have a rigid sense of right and
wrong
• Like to talk: use languange to
express feeling/tell stories
• Enjoy problem-solving games
• Better able to understand and
appreciate differences of opinión
• Becoming more self-directed in
activities.

6. KIDS 10-12
• Enjoy competitive games.
• Enjoy small, peer-dominated group
discussions
• Are anxious to grow up
• Can be daring and competitive
• Can be critical of peers and adults
• Can understand other points of
view
• Ask many questions and want
thoughtful answers
• Developing strong interests and
hobbies
• Engage in daydreaming
• Enjoy ruled-based games
• Are beginning to develop view
about social/global issues

7. TEENS 13-14
• Tend to get tired easily
• Enjoy cooperative games and
competitive sports
• Sensitive to their appearance
• Unsure of their place in the society
• Depend on their peer group to
develop identity
• Capable of high level of abstract
thought
• Beginning to think about their
future life roles
• Need time and freedom to
engange in self-reflection
• Are able to postpone gratification
• Can plan ahead and organize
tasks with no adult guidence

8. ADULTS
• Can’t be threaten, coerced or trick
into learning something new
• Seek learning in order to cope with
specific life-change events
• are generally willing to engage in
learning experiences
• need to be able to integrate new
ideas with what they already know
if they are going to keep- and use-
the new information.
• Tend to take errrors personally and
are likely to let them affect self-
steem
• prefer self- directed and self-
designed learning projects

9. MOTIVATION
• A strong reason to act or accomplish something. (Dictionary)
• Motivation is that which gets a behavior started and keeps it going. Motivation is
a need or desire to reinforce a behavior or to orient it towards a goal (Myers)
• According to Ryan and Deci (2000),
To be motivated means to be moved to do something. A person who feels no
impetus or inspiration to act is thus characterized as unmotivated, whereas
someone who is energized or activated toward an end is considered motivated.
(p. 54)
• In the classroom setting, student motivation refers to the degree to which a
student puts effort into and focus on learning in order to achieve successful
outcomes

10. MOTIVATION
• Students not only have different quantities, but also different qualities of motivation
that can vary from time to time depending on the learning and teaching context
(Ryan & Deci, 2000; Schlechty, 2001). If teachers have a sound understanding of
the different types of student motivation possible in any given context, then they
are in better position to provide a more conducive learning environment to
students that better promotes their learning (Marsh, 2000).

11. DIFFERENT TYPES OF MOTIVATION
• INTRINSIC
• EXTRINSIC
• INTEGRATIVE
• INSTRUMENTAL

12. What kind of motivation???
I go to English class because I
enjoy it very much!
My boyfriend is British so I need to
learn English

13. What kind of motivation???
My father will give me an iphone
if I get good grades in English
I want to live in United States and
speak perfect English

14. What kind of motivation???
I want to get a promotion at work. I like music in English and I want to
understand it and sing it well.

15. What kind of motivation???
My mom won’t allow me to play soccer if
I don’t attend English class.
I study English because I need to
pass my test

16. TYPES OF MOTIVATION
INTRINSIC MOTIVATION
Intrinsic motivation can be associated with
the inner feelings of learners and it
considers how learners engage in the
task, and if they are willing to be involved
in the activity.
The rewards do not relate to external
factors. Deci and Ryan (1980) suggest
that learners who are intrinsically
motivated learn well and are high
achievers.
EXTRINSIC MOTIVATION
Extrinsic motivation is driven by desire for
reward from outside: parents, employers,
teachers or others. Extrinsic motivation
may also have a negative purpose to
avoid punishment, ridicule or loss of
status (Ryan and Deci, 2000)

17. TYPES OF MOTIVATION
INTEGRATIVE MOTIVATION
Integrative motivation refers to
students who wish to integrate into
the target culture.
INSTRUMENTAL
MOTIVATION
instrumentally motivated students
want to achieve specific goals:a
certain reward such as promotion or
good grades

18. WHAT MOTIVATES YOU: THE TEACHER
Do you take risks when planning and applying techniques?
Do you enjoy what you do?
What are your goals?
Do you want to learn new things?
Do you reflect on your teaching regularly?
Do you talk to your students?
Is there anything you would like to change about
your teaching?

19. TEACHER
NEEDS
Joy
KEY WORDS

21. KEY ELEMENTS ON MOTIVATING KIDS
• Appropriate scaffolding(STEPS)
• Classroom routines: safe
environment, clear rules
• Discovery, surprise and
amazement
• Short obtainable goals
• Appealing materials/students’
generated materials
• Spaces to explore imagination
• Fun and variety
• Positive reinforcement
• Opportunities to succeed
• Teachers attitude and love

22. KEY ELEMENTS ON MOTIVATING TEENS
• Socialization
• Sense of community
• Opportunities to make decisions and take
risks
• Goal oriented activities/classes
• Demanding but achievable
• Personalization of learning
• Opprtunities to succeed
• Clear applicability of content
• Fun and varied
• Clear and coherent classroom rules- clear
limits
• Element of surprise
• Critical thinking practice
• Teachers attitude, passion and enthusiasm
• Self-reflection

23. RESOURCES
• How to Motivate Your Students: What Every Teacher Should Know but Doesn’t:
http://www.onlinecollegecourses.com/2012/12/10/how-to-motivate-your-students-what-every-teacher-
should-know-but-doesnt/
• Strategies for Engaging Young Learners American English Webinar Series
• Best Practices for Teaching English to Young Learners : Joan Kang Shin, Ph.D. University of
Maryland, Baltimore County Education Department
• How Motivation Influences Student Engagement: A Qualitative Case Study : Sitwat Saeed & David
Zyngier

24. MOTIVATING YOUNG LEARNERS
PROJECT
• Description of the activity/Project:
steps, topic, objectives,etc.
• Description of the group: ages,
number of students, characteristics
of the group, etc.
• Mention of the motivating elements
included.
IMPLEMENTETION AND
REFLECTION
• Evidence of implementation:
pictures, comments from students,
sample products from students,
etc.
• Reflection on the process and
results.
• Conclusions, including future
action plans.

25. MOTIVATING YOUNG LEARNERS
PRESENTATION
8 minute presentation providing:
• Complete information and clear
description of project and group.
• Evidence of implementation
• Conclusions and reflection