Module 15 Motivation lecture in education.ppt

Level A FL EMS Instructor
Course Curriculum
Course Curriculum
Module 15
Module 15
Motivation
Motivation
David E. Gesner, MA, NREMT-P
David E. Gesner, MA, NREMT-P

Course Curriculum
Course Curriculum
Cognitive Goals
Cognitive Goals
 Use his or her words to define intrinsic and
extrinsic motivation.
 List intrinsic motivators of behavior.
 List extrinsic motivators of behavior.

Course Curriculum
Course Curriculum
Cognitive Goals
Cognitive Goals
 Given a description of behavior, identify the
motivator for that student's behavior.
 Describe techniques to increase motivation
in different types of students.
 Identify techniques to increase self-
motivation for instructors.

Course Curriculum
Course Curriculum
Psychomotor Goals
Psychomotor Goals
 Create and conduct an activity to identify
motivational factors for students in a given
class.
 Demonstrate behaviors that motivate
students.
 Demonstrate how to create a classroom
environment that is motivating to students.

Course Curriculum
Course Curriculum
Affective Goals
Affective Goals
 Appreciate students have different
motivations for participating in an EMS
course.
 Respect an individual’s motivator for
success.
 Value the need to rejuvenate motivation as
an instructor.

Course Curriculum
Course Curriculum
Why This Module is Important
 Motivation is the key to getting students
involved and becoming active participants in
the education process.
 Students who value education are easier to
teach.
 Instructors must motivate themselves to be
the best teacher they can be.

Course Curriculum
Course Curriculum
Discover Motivation Within Your
Students
 Begin each course with an activity to identify
the student’s primary motivation.
– Understanding their motivation can help identify
the cause of positive and negative classroom
behavior.
– Helps you provide appropriate examples for
why a student should do something you ask of
him or her.
– Helps you plan activities that build intrinsic
motivation.

Course Curriculum
Course Curriculum
Intrinsic Motivation
 Comes from within the individual.
 Some students have a high level of intrinsic
motivation
– These students may help motivate other
students.

Course Curriculum
Course Curriculum
Intrinsic Motivation
 Includes:
– Desire to help others.
– Wish to perform community service.
– Personal growth and development.
– Drive to succeed.

Course Curriculum
Course Curriculum
Extrinsic Motivation
 Comes from outside of the individual.
 Includes:
– Money.
– Time off of work.
– Job requirement.

Course Curriculum
Course Curriculum
Activities to Motivate Students
 Set high standards for your class and
students will rise to meet them.
 Establish clear and reasonable expectations
for student behavior and learning outcomes.
 Whenever possible, allow students to
participate in deciding what they will learn
and how it is to be accomplished.

Course Curriculum
Course Curriculum
 Create challenges for students which
require use of problem solving skills and
create a sense of satisfaction
 Utilize past experiences of students and call
on their individual expertise.
 Create a desire to learn by helping students
understand how they will use this
information or skill.

Course Curriculum
Course Curriculum
 Respect the individual’s commitments,
preferences, and needs as adult learners.
 Be positive, encouraging and give praise
when it is earned.
 Avoid embarrassing or humiliating students,
especially in front of others.

Course Curriculum
Course Curriculum
Circumstances That Drain an
Instructor of Motivation
 Abusive or rude students.
– Model exemplary behavior.
– Establish behavioral expectations verbally and
in writing.
 Have rules and policies clearly defined and written in
the student handbook.
– Gain administration’s support for policies before
discipline is needed.

Course Curriculum
Course Curriculum
 Boredom.
– Participate in career development activities
such as seminars and committees.
– Continue life-long learning.
– Set new personal goals.
– Change your routine in the classroom - if you
are bored chances are the students are too.

Course Curriculum
Course Curriculum
 Lack of support from administration.
– Participate in campus or department meetings.
– Seek agreement on issues before they arise.
– Educate administration on your needs and
education philosophies.

Course Curriculum
Course Curriculum
 Budget constraints:
– Apply for grant funding.
– Seek sponsorship or donations for goods and
services.
– Barter for in-kind services (teach first aid or
CPR in exchange for other services or goods).

Course Curriculum
Course Curriculum
 Budget constraints:
– Conduct fundraisers.
– Be creative:
 Flea markets and discount stores.
 Recycled equipment and supplies from other
programs.
 Make it yourself.

Course Curriculum
Course Curriculum
 Poor compensation:
– Negotiate a raise based on industry standards
for your position.
– Seek benefits of value to you in lieu of more
money.
 Conference or workshop attendance.
 Time-off.
– Network for other positions.

Course Curriculum
Course Curriculum
 Excessive hours:
– Value the need for rest and recreation.
– Get organized.
 Tasks take less time when you are organized.
– Use work-study helpers, student aids and
volunteers.
– Take vacation when it is earned.

Course Curriculum
Course Curriculum
Bibliographic References
 Cherry, Richard. (1990) Keeping the Spark
Alive. JEMS, March 62-65.
 Cornwell, J.B. (1996) Stimulating and
Managing Participation in Class. Training.

Course Curriculum
Course Curriculum
 Lin, Y. & McKeachie, W. J. (1999). College
student intrinsic and/or extrinsic motivation
and learning. Washington, DC: American
Psychological Association.
 McClelland, D. C., (1987). Human
Motivation. New York: Cambridge University
Press.

Course Curriculum
Course Curriculum
 Pike, Robert. (1994). Motivating Your
Trainees. Minneapolis: Lakewood
Publications.

Module 15 Motivation lecture in education.ppt

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