The document discusses motivation in teaching and learning. It defines motivation as the factor that drives a person to act, and explains that motivated students achieve higher levels of excellence. Motivation comes from internal or external sources. Teachers can motivate students through positive reinforcement, setting clear standards, and involving students in self-assessment of their oral language skills. Various assessment activities are proposed, including self-evaluation, peer feedback, interviews, radio broadcasts, and video clips.

1. motivation
BY: MILTON MORALES
JHON FREFERNEY DY ESPINOZA
DIANA MARCEL;A MURCIA.
Licenciatura en inglés
Universidad de la Amazonia

2. WHAT IS MOTIVATION?
Motivation is the principal factor that drives a person to do something.
Motivate means to provide with a need or desire that causes a person to act.
Motivation is also defined as the impetus to create and sustain intentions
and goal-seeking acts.

3. WHY MOTIVATION IS IMPORTANT IN
TEACHING
Sts get to participate in classroom.
Motivation in students makes all the difference in the world.
Students who are motivated by their teachers reach the heights levels of
excellence in school .

4. THE IMPORTANCE OF MOTIVATION IN
TEACHING & LEARNING PROCESS
Students demonstrate a better attitude towards schoolwork and learning
when they are motivated.
When the students are motivated, the teacher will view the students and
her job with a more positive outlook which will lead to better teaching.

5. Sources of Motivation

6. TIPES OF MOTIVATION
Power motivation
Attitude motivation
Incentives motivation
Fear motivation
Competence motivation
Affiliation motivation
Achieve motivation

7. POSITIVE CLASSROOM BEHAVIOR
SYSTEM
One of the most important effects of motivating students is the use of a
positive classroom behavior.
A motivate educator will spend most of his energy pointing out the
positive behaviors, rather than negative behavior.

8. Sources of Motivational Needs
elicited by stimulus associated/ connected to
innately connected stimulus
obtain desired, pleasant consequences (rewards)
/external
or escape/avoid undesired, unpleasant
consequences
imitate positive models
increase/decrease affective dissonance (inconsistency)
increase feeling good
Affective decrease feeling bad
increase security of or decrease threats to self-esteem
maintain levels of optimism and enthusiasm

9. Sources of Motivational Needs
maintain attention to something interesting or
threatening
develop meaning or understanding
cognitive increase/decrease cognitive disequilibrium; uncertainty
solve a problem or make a decision
figure something out
eliminate threat or risk
meet individually developed/selected goal
obtain personal dream
conative take control of one's life
eliminate threats to meeting goal, obtaining dream
reduce others' control of one's life

10. KINDS OF MOTIVATION
Intrinsic Motivation
It refers to motivation that comes from inside an
individual.
This motivation does not need to have
compensation at the end of a performed activity.
The person who is intrinsically motivated will carry
out a task just because he likes and enjoys what he
is doing.

11. Extrinsic Motivation
Extrinsic motivation refers to motivation that comes from outside an
individual.
Rewards such as money or grades provide satisfaction and pleasure that the
task itself may not provide.
Extrinsic motivation is when someone is motivated by external factors.

12. setting standars
Involves clearly The teacher may
specifying the be use a student
level of the such a monitor for
student to be able performance in
to use oral order to determine
language . who need extra
help.

13. Involving students
Self assessment Holistic oral language scoring rubrics.
Preparing for oral language. Description.
The student with a monitor need to Communicative way.
improve their necessities.
Speaks native fluency.
St can be involved in for assessment.
Using conversation with many details.
Retells a story and experience .
Communicative for survival needs.

14. Holistic oral language
Speaking communicative in a social and class.
Fluency speak fluency.
Structure variety grammatical structures.
Vocabulary uses a extensive vocavulary.
Listening understands classroom discussion
with

15. Selecting assessment activities
Involves instructional
activities that can
also used for
assessment.
Use in a context
Doing a map or
developing the
answer questions.
ability to
Such a task
communicate
without frustrate
also hearing,
some students
taking notes,

16. Using Self assessment
Peer
Self feedback
assessment of
academic
from
language explaining a
functions process
of Self
assessment
communicati
on strategies
in oral
language.

17. Brown and yule
Static relationship correspond to an
increase in difficult levels using daily
classroom activities.
The important is give St continued
opportunities before using assessment.
Use a wide variety f assessment
activities as possible using authentic
and reliable.

18. Self evaluation
Self essessment of participation in groups
Describes your response and add
Task using adverbs of frequency
comments
Self assessment of speaking ability
An x on each line to Show how much
Use English to talk with…..
you agree or disagree
Oral language assessment activity matrix
Assessment activity using a format Level, preparation, functions.

19. Oral interviews
Preparation of tasks taking form of discussion or conversation according the
levels and context using the culture
Can the learners
Use courtesy formulas
Ask for simple questions
Describe events
Produce a smooth stream of speech

21. Radio broadcast used as essessment
Use of radio program, news,
music and commercials develop
in oral language in authentic
context.
appropiate for listening gist,
for spesific information, for
description, for direcions and
summarizing
For news the student predict
what is going to happen in
next situation

22. Video clips
Use of short videotaped or video
clips.
Spend hour watching tv
It can use individual, by groups or
whole the class.
Use to stimulate the children about
culture