INCREASING LEARNERS MOTIVATION

1. Chapter 09.
Increasing Learner
Motivation
Chapter 09.
Increasing Learner
Motivation
Chapter 09.
Increasing Learner
Motivation
Juvrianto CJ

2. DEFINITION OF MOTIVATION
Motivation is a force that
energizes, sustains, and direct
behavior toward a goal
KINDS
•Intrinsic : individual's
motivational stimuli are coming
from within
•Extrinsic : individual's
motivational stimuli are coming

3. SOURCE EXAMPLE
• Consumable
• Entertainment
• Independence
• Adult Approval
• Peer Approval
• Competition
• Responsibility
• pop corn, soft drink
• listening to music during project
• free time
• teacher praise
• classmate asking for help
• first to finish work correctly
•Class monitor
THEORIES OF MOTIVATION
1. Behaviorism : motivation as
reinforcement

4. THEORIES OF MOTIVATION
2. Cognitive: the development of Self-Efficacy
self-efficacy is a positive emotional experience,
example: to solve English problem in grammar in own
• Task orientation
• effort
• persistence
• beliefs
• strategy use
• performance
High S-E
• accept challenge
• high
• persist
• feel will success
• discard unproductive
• perform higher
• avoid challenge
• low
• give up
• feel incompetence
• persist unproductive
• perform lower
Low S-
E

5. THEORIES OF MOTIVATION
3. Humanistic: development of the whole person
Focuses on individual pesepsion, responses to internal needs, and the
drive for self actualization/becoming all that one can be
example: to solve English problem in grammar in own
Two Elements
Student -
Teacher
relationship
Classroom
Climate

6. PERSONAL FACTORS IN
MOTIVATION
1. Motivation and Arousal
deals with a physical and psychological
reaction to the environment
Anxiety Performance

7. PERSONAL FACTORS IN
MOTIVATION
2. Motivation and Needs
deals with a real or perceived lack of
something necessary or desirable
Self actualization
Self esteem
belonging
survival
safety
Intellectual Achievement
Aesthetic Appreciation
Maslow’s
Hierarchy of
Needs

8. PERSONAL FACTORS IN
MOTIVATION
3. Motivation and Beliefs
deals with the psychological state in which
an individual holds
a conjecture or premise to be true
• Heavy doses of success
• Positive responses
• Reward for desirable behavioral
• Choice & personal control
• encourage
Needs,
beliefs, self
worth

9. PERSONAL FACTORS IN
MOTIVATION
4. Motivation and Goals
deals with an observable and
measurable end result having one or
more objectives to be achieved within a
more or less fixed timeframe
• specific
• immediate/closed hand
•Moderately difficult
Effective
goals

10. PERSONAL FACTORS IN
MOTIVATION
5. Motivation and Self-Regulated
Learning
deals with an observable and
measurable end result having one or
more objectives to be achieved within a
more or less fixed timeframe
• meta-cognition
• strategy use
• motivational control
Self-
Regulated
Learning

11. The Classroom: A Model for Promoting
Student Motivation
• Class Structure
• Teacher Characteristics
• Climate Variable
• Instructional Variables
• Combining Elements of the Model for
Promoting Student Motivation

12. Learning-Focused Classroom
Teacher
Characteristics
- Modeling
- Enthusiasm
- Caring
- Expectation
Climate Variables
- Order and Safety
- Success
- Task
Comprehension
- Challenge
Instructional variables
- Introductory focus
- Personalization
- Involvement
- Feedback
PROMOTING STUDENT MOTIVATION

13. Teacher Characteristics
Teacher Modeling : Student
motivation to learn is virtually
impossible if teachers model
distaste or lack of interest in the
topics they teach.
Teacher Expectation:
1. Emotional Support
2. Teacher effort and demands
3. Questioning
4. Feedback and Evaluation
Teacher Enthusiasm : A teacher’s
goal in projecting enthusiasm is to
induce in students the feeling that
the information is valuable and worth
learning, no to amuse or entertain
them (Good & Brophy,1994)
Teacher Caring :
1. Showing Respect and
politeness
2. Valuing individuality
3. Helping with personal
problems
4. Helping with schoolwork
5. Going the extra mile

14. Climate Variables
Order Safety : Classrooms as Secure
Places to learn. Provide rationales for
establishing a safe and orderly learning
environment.
Success: must be on tasks that learners
perceive as substantial and worthwhile.
1. Begin lesson with open-ended
questions.
2. Prompt students when they have
difficulty answering question
3. Use a wide variety of high – quality
Task Comprehension: Learner need
to be motivated by expecting
success and believing what they
are learning is important and
valuable by doing the task.
Challenge : A sense o f challenge is
needed if students are to
experience feelings of satisfaction,
competence, persistence and
control.

15. Instructional Variables
Introductory focus: Attracting
students’ attention.
The focus on introductory section is
attracting the attention and
interest of the students toward
whole section.
Feedback : Used to improve future
performance and particularly
motivating when combined with
clear student’s goal.
Personalization: Links to students’ s
life.
Attempts to make topics
meaningful by using intellectually
&/ emotionally familiar example.
Involvement: Students are actively
participating in the learning
activity.(1. using open-ended
questioning and alternatives
questioning)

16. Motivation and Diversity
Motivational
Problems
Possible Solution
Student Perspectives

17. Chapter 10. Managing
the Learning
Environment
Chapter 10. Managing
the Learning
Environment
Chapter 10. Managing
the Learning
Environment

18.  Topics to be discussed under Chapter 10:

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Discipline
Established routines
School and classroom
rules
Teacher responses to
student behavior
Instruction promoting
conducive climate

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Stage Student Characteristics
Stage 1
Kindergarten
to Grade 2
 Compliant, eager to please teachers
 Have short attention span, tire easily
 Restless, wander around room
 Require close supervision
 Break rules because they forgot
 Need rules & procedures to be explicitly taught, practiced &reinforced.
Stage 2
Grade 3 to 6
 Increasingly independent, but still like attention and affection
 Respond well to concrete incentives
 Understand needs for rules and accept consequences
 Know how far they can push
 Need rules to be reviewed and consistently and impartially reinforced
Stage 3
Grade 7 to 9
 Attempt to test independence, sometimes rebellious & capricious
 Need firm foundation of stability, explicit boundaries and predictable outcomes
 Need rules clearly stated and administered
Stage 4
Grade 10 and
above
 Behave more stable than in previous stage
 Communicate effectively adult to adult
 Respond to clear rationales for rules

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28. I. Teacher characteristics
II. The Beginning of the school year
III. Essential management skills
IV. Communication with parents

29. I. Effective Teacher (Effective Manager)
Characteristics:
a. Caring
The foundation of positive classroom climate. A caring
teacher increase students’ motivation (Roger, 1991).
- Listens and tries to see things from student’s
perspective
- Creates safe and secure learning environment
- Helps with school work by making sense of learning task

30. B. Firmness
Helping students develop responsibility .
C. Democratic
Combining caring and firmness. Firmness indicates that
teachers respect themselves and caring shows respect for
other. Characteristics of a democratic teacher (Duranna) :
- Her/his class was orderly and limit were established
- Students had input to the rules.
- She/he provided leadership in both maintaining order and
guiding learning.
- She/he used her/his learning activity to promote a sense
of learning and belonging.

31. II. Beginning of the School Year
 A critical period during which classroom
behavior patterns are established (W. Doyle,
1986)
 Stresses the precedent setting nature of the
first day (Evertson (1987)

32. III. Essential Management Skills
 Organization
- Having material and demonstration prepared in
advance
- Starting on time
- Having well-established routines
- Making transitions smoothly and quickly
 Lesson movement
• Withiness
Teacher knows what is going on in all parts of the
classroom all the time and communicates this
knowing both verbally and nonverbally (Job
Kounin 1970)

33. • Overlapping
Relating to the withitness, describe the
teacher’s ability to attend to two incidents at
the same time without focusing exclusively on
either one (Kounin, 1970)
• Momentum
The force and flow the lesson (Kounin, 1970)
 Communication with Learners
. Verbal-non verbal congruence
. I-message
. Active listening

34. • Communication : Encouraging parental involvement
 Benefits of communication
- Higher academic achievement
- More positive attitudes and behavior
- Better attendance
- Greater willingness to do homework
 Barrier to parental involvement
- Economic barrier
- Language barrier

35. Strategies for Involving Parents
- Early communication
- Maintaining communication

36. • Behavioral approaches to intervention
o Decisions about behavioral system :
- Do the consequence
- Individual or group consequence
o Assertive discipline: A structure approach to
consequences
- Stating rules and describing specific positive
and negative consequences in their
management system.

37. Guidelines for successful intervention
oBrevity
o Follow-through
o Consistency
o Avoiding arguments
 Intervention continuum
oIgnoring inappropriate behavior
o praising desired behavior
o Using desist
o Applying

38. Serious Management Problems: Violence
and Aggression
 Short-term strategies
- The behavior must be stopped
- The victims need to be protected
 Long-term strategies
- Place the problem in a large contexts and
attempt to deal with possible cause

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Thank You