Improving Student Learning Motivation Through Interaction_2017
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This document discusses student motivation and provides tips for improving it. It defines intrinsic and extrinsic motivation. Intrinsic motivation involves curiosity and enjoyment, while extrinsic motivation involves rewards and punishments. It also outlines three theories of motivation: drive theory, incentive theory, and Maslow's hierarchy of needs. The document recommends using icebreakers, encouraging interaction, allowing cooperation, and providing constructive feedback to build trust and stimulate creativity to improve student motivation. Specific techniques are also listed, such as praise sandwiches and memory games. The conclusion emphasizes that inspiring students and fostering success are important for effective teaching.
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Generating Student Motivation Michael Rost
The document discusses motivation for learning English as a second language. It outlines three layers of motivation that teachers can influence: 1) Finding passion by connecting English learning to students' real interests and goals in life. 2) Changing students' reality by helping them see language learning differently and take ownership of their learning process. 3) Connecting students to specific learning activities by making activities engaging, personalized, and ensuring all students are actively involved. The document argues that by tapping into these three layers of motivation, teachers can become more motivating and improve students' language ability and learning.
STUDENT MOTIVATION
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
Teachers motivation leads to student motivation
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
Student motivation
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Building student motivation
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
Student motivation, by: Haseen Ah-Hassan
I'm student from Zakho University English department, as any other students I had my own presentation in ELT (English Language Teaching) about Student Motivation, then when I got excellent for my presentation I decided to shared it with everyone.
Motivation
The document discusses motivation in learning and teaching. It defines motivation and explores goal orientation and how goal setting can improve performance. It outlines tips for educators to motivate students, including acting as a facilitator by establishing rapport, finding ways for students to answer their own questions, and providing timely feedback. The document also suggests actively involving students through various active learning techniques and using tools like behavior tracking charts to motivate students. Educators are encouraged to inspire students by helping them set challenging mastery goals.
UTPL The importance of student motivation
Motivation is one of the most important factors for success in learning a new language. There are two main types of motivation - intrinsic motivation, which comes from enjoying an activity itself, and extrinsic motivation, which comes from external rewards. Teachers can help motivate students by finding creative ways to teach that awaken students' interest, using appropriate materials, and creating a supportive learning environment where students feel valued.
Recommended
Generating Student Motivation Michael Rost
The document discusses motivation for learning English as a second language. It outlines three layers of motivation that teachers can influence: 1) Finding passion by connecting English learning to students' real interests and goals in life. 2) Changing students' reality by helping them see language learning differently and take ownership of their learning process. 3) Connecting students to specific learning activities by making activities engaging, personalized, and ensuring all students are actively involved. The document argues that by tapping into these three layers of motivation, teachers can become more motivating and improve students' language ability and learning.
STUDENT MOTIVATION
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
Teachers motivation leads to student motivation
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
Student motivation
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Building student motivation
The document discusses various strategies for motivating students and staff in educational settings. It explores how intrinsic motivation can be developed through giving students choices, social interaction, ensuring they feel accountable, incorporating creativity, enabling success, and providing appropriate challenges and feedback. Modeling enthusiasm and regularly praising authentic efforts are also presented as important factors for motivation. The discussion suggests motivation is best supported through a cooperative approach where leadership is shared and staff work together on a common vision.
Student motivation, by: Haseen Ah-Hassan
I'm student from Zakho University English department, as any other students I had my own presentation in ELT (English Language Teaching) about Student Motivation, then when I got excellent for my presentation I decided to shared it with everyone.
Motivation
The document discusses motivation in learning and teaching. It defines motivation and explores goal orientation and how goal setting can improve performance. It outlines tips for educators to motivate students, including acting as a facilitator by establishing rapport, finding ways for students to answer their own questions, and providing timely feedback. The document also suggests actively involving students through various active learning techniques and using tools like behavior tracking charts to motivate students. Educators are encouraged to inspire students by helping them set challenging mastery goals.
UTPL The importance of student motivation
Motivation is one of the most important factors for success in learning a new language. There are two main types of motivation - intrinsic motivation, which comes from enjoying an activity itself, and extrinsic motivation, which comes from external rewards. Teachers can help motivate students by finding creative ways to teach that awaken students' interest, using appropriate materials, and creating a supportive learning environment where students feel valued.
Motivation
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
Motivation Techniques
This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
Student motivation 2
The document discusses strategies for motivating students in the classroom. It outlines objectives for motivation such as promoting student well-being and self-efficacy. It also discusses challenges in motivating diverse students. Finally, it provides 14 simple ideas for motivating students, such as giving them a sense of control, defining objectives, using positive competition, offering rewards, and allowing social interaction. The overall strategies suggested are aimed at engaging students and keeping them interested in learning.
Role of motivation
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Importance of motivation in teaching and learning
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
Motivation synchronous meeting 1 classroom skills
The document discusses motivation and its importance in learning. It defines motivation as the force that ignites desire and sustains effort to achieve goals. Motivation can be intrinsic, originating from within due to interest, or extrinsic from external factors like rewards. While extrinsic motivation has weaknesses, researchers favor intrinsic motivation for long-term retention. The document provides strategies for teachers to increase student motivation through fostering autonomy, recognition, relevance and other means.
Role of teacher as motivator
1) The document discusses techniques for motivating students as a teacher, including defining objectives, creating a threat-free environment, offering varied experiences, using positive competition and rewards, giving students responsibility and praise, setting high but attainable goals, and making the learning fun.
2) It provides tips for time management, such as understanding that time can be spent or wasted, and outlines stages of student evolution from addictions and lack of interest to purposeful study.
3) The document emphasizes the importance of motivating students through stories, activities, tracking progress, feedback, and opportunities for success to boost their performance and help them stay focused on their goals and potential.
Jeremy L. Mc Neal
The document discusses theories and factors related to motivation for both teachers and students. It defines motivation and outlines several theories of motivation, including classic, achievement, intrinsic, and extrinsic motivation theories. For students, it notes that motivation involves the desire to learn and is influenced by attitudes shaped by home life, social groups, past experiences, and teachers/schools. It provides suggestions for motivating students, such as encouraging positive feedback, empowering student choice, and attributing successes internally. For teachers, it identifies signs of unmotivated teachers and stresses the importance of setting realistic expectations and self-care.
Facilitating Learning: Motivation
-Motivation
Is an inner drive that causes you to do something and persevere at something.
While ability refers to what children can do, motivation refers to what this children will do.
Motivation refers to the initiation, direction, intensity and persistence of behavior.
When we get motivated to do something, it is not enough that we start working at that thing but that we get attracted to it.
Our attraction towards it becomes so intense that we persist working on it through thick and thin until its completion.
-Indicators of a High Level of Motivation
Your students level of motivation is shown in his/her choice of action, intensity and persistence of effort. If you have a highly motivated student, you have a student who is excited about learning and accomplishing things. S/he has takes the initiative to undertake learning task, assignments and projects without being pushed by his or her teachers and parents.
S/he has goals to accomplish and dreams to realize. S/he is convinced that accomplishing the things s/he is asked to accomplish in class helps her/him realize the goals s/he has set for herself/himself and his/her dream in life. S/he is willing to give up the satisfaction of immediate goals for the sake of more important remote goals.
TYPES
INTRINSIC
It is intrinsic when the source of motivation is from within the person himself/herself or the activity itself. It is motivation to engage in an activity for its own sake.
EXTRINSIC
Motivation is extrinsic when that which motivates a person is someone or something outside him/her. Extrinsic motivation is motivation to engage in an activity as a means to an end.
The Role of Extrinsic Motivation
Initially, extrinsic motivation is necessary to develop the love for learning among poorly motivated students. If good grades, rewards, praises or words of encouragement or fear of failing grade can motivate unmotivated students to study, Why not? For as long as students are hardly motivated, external motivation in the form of rewards, incentives or punishment play a significant role in the development of motivated students. Its is expected, however, that these extrinsic motivational factors be gradually replaced by internal motivation.
Motivation in teaching and learning - saaqc
The document discusses motivation in teaching and learning. It defines intrinsic motivation as being fueled by curiosity and a desire to learn, while extrinsic motivation comes from external rewards. While extrinsic motivators can be used initially, the goal is to develop intrinsic motivation in students to love learning for its own sake. Effective strategies that motivate learning include engaging lessons connected to students' lives, allowing student ownership over learning, and accounting for individual preferences. The primary goal of schooling is developing intellectual capabilities rather than just focusing on academics.
Role of teachers and parents in extrinsic motivation
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
Facilitating learning module 19. motivation
I am a Diploma in Teaching student and this is my PPT to my discussion in our Facilitating Learning subject for Modle 19 which is Motivation.
Who Motivates Learning: Trainer or Learner?
Motivation can be defined as a driving force that guides the steps of an individual in a particular direction. This is the reason for the accomplishment of the greatest inventions in the world. It is behind all our endeavors, major or minor. I would not have written this blog if I had not been motivated. Or, for that matter, you would not be reading this blog, if you were not motivated enough.
Motivation in the classroom
This document defines motivation and discusses intrinsic and extrinsic motivation in education. It defines motivation as stimulating behavior toward a goal. Intrinsic motivation comes from an inherently enjoyable activity itself, while extrinsic motivation involves external rewards separate from the activity's enjoyment. While extrinsic rewards can stimulate learning, overuse may undermine intrinsic motivation if students focus on the rewards rather than learning. The document examines different views of motivation and strategies teachers can use to motivate students intrinsically.
Motivation & Its Types
Topic: Motivation & Its Types
Student Name: Sumera Khan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Motivation as a school framework
The document outlines strategies for improving teacher and student motivation in schools based on self-determination theory and motivation research. It discusses creating an autonomy-supportive classroom environment where teachers meet students' psychological needs for autonomy, competence, and relatedness. Specific strategies include providing meaningful choices, informational feedback, and an emphasis on learning goals rather than performance goals. The document also recommends designing curriculum and assessments to convey messages of autonomy, efficacy, and relatedness, ensuring tasks are clearly structured to support improvement and learning.
An Education in Motivation
This document discusses motivation and reinforcement as they relate to student learning. It defines motivation as the desire for a particular consequence that energizes, directs, and sustains behavior. Motivation is important for learning because it leads to increased effort, determines what consequences are reinforcing, and enhances performance. Preference assessments can be used to identify individual student motivators. Reinforcement occurs when a stimulus immediately follows and increases a behavior. Positive reinforcement using high-preference individual and group contingencies like token systems are powerful tools for changing behavior.
Edb010 Ppt
This document discusses motivation in the classroom and compares approaches between Australian and Malaysian primary schools. It outlines three main approaches to motivation: behaviourist, cognitivist, and humanistic. Students in Australian classrooms generally enjoy school and see teachers as caring, while Malaysian students often dislike school due to an emphasis on fear and punishment. The document concludes that motivation is a better approach than corporal punishment, and that the Malaysian system could benefit from positive practices used in Australian schools.
Peters/ kronick exploring esl student motivation
Motivation is a critically complex topic, and one that we must address every day in our ESL classrooms. Through reviewing relevant literature and hearing from participants’ experiences, we will explore how teacher identity relates to learner motivation, look at student factors that influence motivation, and discuss some practical strategies to increase student motivation.
Enhancing students’ motivation to learn
1) The document discusses enhancing student motivation to learn through establishing an engaging learning environment that meets students' academic and cultural needs.
2) Key factors that influence student motivation include whether they feel they can be successful, find value in the task, and experience a supportive climate.
3) The document provides several recommendations for meeting students' academic needs, such as understanding learning goals, involving students actively in the learning process, and providing timely feedback.
Growth mindset
The document discusses cultivating a growth mindset in students. It emphasizes that the brain is malleable and can develop new connections through learning. It recommends focusing on learning over grades, putting in hard work, and using mistakes and feedback to improve. Praising effort rather than intelligence helps students adopt a growth mindset. Setting learning goals and regularly reflecting on progress also supports a growth mindset. Teachers should establish an environment of unconditional love, model growth mindset behaviors, allow student autonomy, and value student thoughts to build self-esteem.
Creating Environment for Learning
By creating opportunities for self-expression, focusing on learning for life rather than grades, and encouraging students to engage in projects, the teacher aimed to make the classroom a happier, more active learning environment. Specific strategies included reflection journals, discussing life goals rather than marks, research projects, and activities to improve soft skills. The teacher concluded it is important to give students space to freely express themselves, help them set their own aims beyond teachers' expectations, and find creative ways to think outside the box in teaching practices.
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Motivation
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
Motivation Techniques
This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
Student motivation 2
The document discusses strategies for motivating students in the classroom. It outlines objectives for motivation such as promoting student well-being and self-efficacy. It also discusses challenges in motivating diverse students. Finally, it provides 14 simple ideas for motivating students, such as giving them a sense of control, defining objectives, using positive competition, offering rewards, and allowing social interaction. The overall strategies suggested are aimed at engaging students and keeping them interested in learning.
Role of motivation
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Importance of motivation in teaching and learning
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
Motivation synchronous meeting 1 classroom skills
The document discusses motivation and its importance in learning. It defines motivation as the force that ignites desire and sustains effort to achieve goals. Motivation can be intrinsic, originating from within due to interest, or extrinsic from external factors like rewards. While extrinsic motivation has weaknesses, researchers favor intrinsic motivation for long-term retention. The document provides strategies for teachers to increase student motivation through fostering autonomy, recognition, relevance and other means.
Role of teacher as motivator
1) The document discusses techniques for motivating students as a teacher, including defining objectives, creating a threat-free environment, offering varied experiences, using positive competition and rewards, giving students responsibility and praise, setting high but attainable goals, and making the learning fun.
2) It provides tips for time management, such as understanding that time can be spent or wasted, and outlines stages of student evolution from addictions and lack of interest to purposeful study.
3) The document emphasizes the importance of motivating students through stories, activities, tracking progress, feedback, and opportunities for success to boost their performance and help them stay focused on their goals and potential.
Jeremy L. Mc Neal
The document discusses theories and factors related to motivation for both teachers and students. It defines motivation and outlines several theories of motivation, including classic, achievement, intrinsic, and extrinsic motivation theories. For students, it notes that motivation involves the desire to learn and is influenced by attitudes shaped by home life, social groups, past experiences, and teachers/schools. It provides suggestions for motivating students, such as encouraging positive feedback, empowering student choice, and attributing successes internally. For teachers, it identifies signs of unmotivated teachers and stresses the importance of setting realistic expectations and self-care.
Facilitating Learning: Motivation
-Motivation
Is an inner drive that causes you to do something and persevere at something.
While ability refers to what children can do, motivation refers to what this children will do.
Motivation refers to the initiation, direction, intensity and persistence of behavior.
When we get motivated to do something, it is not enough that we start working at that thing but that we get attracted to it.
Our attraction towards it becomes so intense that we persist working on it through thick and thin until its completion.
-Indicators of a High Level of Motivation
Your students level of motivation is shown in his/her choice of action, intensity and persistence of effort. If you have a highly motivated student, you have a student who is excited about learning and accomplishing things. S/he has takes the initiative to undertake learning task, assignments and projects without being pushed by his or her teachers and parents.
S/he has goals to accomplish and dreams to realize. S/he is convinced that accomplishing the things s/he is asked to accomplish in class helps her/him realize the goals s/he has set for herself/himself and his/her dream in life. S/he is willing to give up the satisfaction of immediate goals for the sake of more important remote goals.
TYPES
INTRINSIC
It is intrinsic when the source of motivation is from within the person himself/herself or the activity itself. It is motivation to engage in an activity for its own sake.
EXTRINSIC
Motivation is extrinsic when that which motivates a person is someone or something outside him/her. Extrinsic motivation is motivation to engage in an activity as a means to an end.
The Role of Extrinsic Motivation
Initially, extrinsic motivation is necessary to develop the love for learning among poorly motivated students. If good grades, rewards, praises or words of encouragement or fear of failing grade can motivate unmotivated students to study, Why not? For as long as students are hardly motivated, external motivation in the form of rewards, incentives or punishment play a significant role in the development of motivated students. Its is expected, however, that these extrinsic motivational factors be gradually replaced by internal motivation.
Motivation in teaching and learning - saaqc
The document discusses motivation in teaching and learning. It defines intrinsic motivation as being fueled by curiosity and a desire to learn, while extrinsic motivation comes from external rewards. While extrinsic motivators can be used initially, the goal is to develop intrinsic motivation in students to love learning for its own sake. Effective strategies that motivate learning include engaging lessons connected to students' lives, allowing student ownership over learning, and accounting for individual preferences. The primary goal of schooling is developing intellectual capabilities rather than just focusing on academics.
Role of teachers and parents in extrinsic motivation
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
Facilitating learning module 19. motivation
I am a Diploma in Teaching student and this is my PPT to my discussion in our Facilitating Learning subject for Modle 19 which is Motivation.
Who Motivates Learning: Trainer or Learner?
Motivation can be defined as a driving force that guides the steps of an individual in a particular direction. This is the reason for the accomplishment of the greatest inventions in the world. It is behind all our endeavors, major or minor. I would not have written this blog if I had not been motivated. Or, for that matter, you would not be reading this blog, if you were not motivated enough.
Motivation in the classroom
This document defines motivation and discusses intrinsic and extrinsic motivation in education. It defines motivation as stimulating behavior toward a goal. Intrinsic motivation comes from an inherently enjoyable activity itself, while extrinsic motivation involves external rewards separate from the activity's enjoyment. While extrinsic rewards can stimulate learning, overuse may undermine intrinsic motivation if students focus on the rewards rather than learning. The document examines different views of motivation and strategies teachers can use to motivate students intrinsically.
Motivation & Its Types
Topic: Motivation & Its Types
Student Name: Sumera Khan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Motivation as a school framework
The document outlines strategies for improving teacher and student motivation in schools based on self-determination theory and motivation research. It discusses creating an autonomy-supportive classroom environment where teachers meet students' psychological needs for autonomy, competence, and relatedness. Specific strategies include providing meaningful choices, informational feedback, and an emphasis on learning goals rather than performance goals. The document also recommends designing curriculum and assessments to convey messages of autonomy, efficacy, and relatedness, ensuring tasks are clearly structured to support improvement and learning.
An Education in Motivation
This document discusses motivation and reinforcement as they relate to student learning. It defines motivation as the desire for a particular consequence that energizes, directs, and sustains behavior. Motivation is important for learning because it leads to increased effort, determines what consequences are reinforcing, and enhances performance. Preference assessments can be used to identify individual student motivators. Reinforcement occurs when a stimulus immediately follows and increases a behavior. Positive reinforcement using high-preference individual and group contingencies like token systems are powerful tools for changing behavior.
Edb010 Ppt
This document discusses motivation in the classroom and compares approaches between Australian and Malaysian primary schools. It outlines three main approaches to motivation: behaviourist, cognitivist, and humanistic. Students in Australian classrooms generally enjoy school and see teachers as caring, while Malaysian students often dislike school due to an emphasis on fear and punishment. The document concludes that motivation is a better approach than corporal punishment, and that the Malaysian system could benefit from positive practices used in Australian schools.
Peters/ kronick exploring esl student motivation
Motivation is a critically complex topic, and one that we must address every day in our ESL classrooms. Through reviewing relevant literature and hearing from participants’ experiences, we will explore how teacher identity relates to learner motivation, look at student factors that influence motivation, and discuss some practical strategies to increase student motivation.
Enhancing students’ motivation to learn
1) The document discusses enhancing student motivation to learn through establishing an engaging learning environment that meets students' academic and cultural needs.
2) Key factors that influence student motivation include whether they feel they can be successful, find value in the task, and experience a supportive climate.
3) The document provides several recommendations for meeting students' academic needs, such as understanding learning goals, involving students actively in the learning process, and providing timely feedback.
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The document discusses cultivating a growth mindset in students. It emphasizes that the brain is malleable and can develop new connections through learning. It recommends focusing on learning over grades, putting in hard work, and using mistakes and feedback to improve. Praising effort rather than intelligence helps students adopt a growth mindset. Setting learning goals and regularly reflecting on progress also supports a growth mindset. Teachers should establish an environment of unconditional love, model growth mindset behaviors, allow student autonomy, and value student thoughts to build self-esteem.
Creating Environment for Learning
By creating opportunities for self-expression, focusing on learning for life rather than grades, and encouraging students to engage in projects, the teacher aimed to make the classroom a happier, more active learning environment. Specific strategies included reflection journals, discussing life goals rather than marks, research projects, and activities to improve soft skills. The teacher concluded it is important to give students space to freely express themselves, help them set their own aims beyond teachers' expectations, and find creative ways to think outside the box in teaching practices.
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Improving Student Learning Motivation Through Interaction_2017
- 1. Grama Stella English Teacher, Teaching Degree I “Prometeu-Prim” Lyceum Chisinau stellagrama9@gmail.com
- 2. Warm-Up Discussion Motivation Concept. Types. Theories. Tips for Improving S-s’ Motivation. 2 Outline
- 3. 3 Motivation - “a student’s willingness, need, desire, and compulsion to participate in and be successful in the learning process”. (Bomia et al., 1977)
- 4. Extrinsic motivation The student is engaged in learning "purely for the sake of attaining a reward or for avoiding some punishment“. Intrinsic motivation The students are motivated from within. They actively engage themselves in learning out of curiosity, interest, or enjoyment, or in order to achieve their own intellectual and personal goals. 4 Student Motivation Categories
- 5. M1 • Drive Theory; M2 • Incentive Theory; M3 • Maslow Theory of Motivation. 5 Theoretical Approaches to Motivation
- 6. Enhancing Students’ Motivation Bring all the students’ attention. Create a safe, supportive environment. Allow students to work together. 6
- 7. 7 Tips for Improving Motivation Use ice-breakers to create a positive atmosphere. By establishing a sense of inclusion, S-s feel respected and connected to each other. Encourage interaction and communication. S-s will learn to share opinions and will eagerly get involved in classroom activities. Cooperation is important. S-s will feel more comfortable when they commonly share responsibility. Use Praise Sandwich technique when providing feedback for students’ achievements/behaviour.
- 8. 8 “This behavior was not effective in helping you achieve your goal of getting the grade you want in this.” “This writing style is different from the writing style required for this assignment. Here are the differences…” “You are irresponsive!” “Bad Writing!” Instead of this Say this
- 9. 9 “You need to be less shy!” “Why don’t you talk more in my class?” Practice
- 10. 10 Tips for Improving Motivation Save time by varying tasks (pair-work, group- work). Build a trust-based relationship with your students. By searching for compromise when needed, you create a willing partner in education. Stimulate creativity as it entails self- expression and gives the opportunity of using personal initiative. Ask students for feedback on your teaching. It values the impact you have on your S-s’ learning.
- 11. 11 Techniques Ice-breaker Four Corners Reciprocal Interview Rubber Band 2 - 4 – 8 T-Chart Memory Game This pebble is... Praise Sandwich 2 -3 -1 Summary
- 12. The teacher who attempts to teach without inspiring his student with a desire to learn is hammering a cold iron. Students can and will operate in a more self- motivated and responsible manner if they are taught in an environment that fosters success. 12 Conclusions
- 13. 13
- 14. 14