SlideShare a Scribd company logo
1 of 20
ACTIVITY:
Act it out
Group 1.
Application of Intrinsic motivation in the classroom
Group 2.
Application of Extrinsic motivation in the classroom.
MOTIVATION TO READ AND WRITE
Defining Motivation
Promoting interest in books
Developing a sense of confidence and
competence
Attribution for success
Intrinsic versus extrinsic motivation
Motivation is what gets one going,
keeps one engaged, and move one
forward in any task that requires
effort.
DEFINING
MOTIVATION
 Most young children begin school eager
to learn to read and write and fully
expecting that they will successfully
learn to do (Mckenna, Kear, and
Ellsworth, 1995).
 According to Wigfield (2000), most
children come to school curious about
learning and with a high expectation of
success.
MOTIVATION
 Teachers often identify “ developing a
love of reading” as one of their major
instructional goals (Nolen, 2001).
 Children are more likely to love reading
if they love the books that they read or
hear and if they enjoy interactions that
occur around these books.
 Teacher might make a point of choosing
to read a book on certain cultural
traditions, or certain animals, or certain
family dynamics, etc.
Promoting
Interest in
Books
Interactive Read- Alouds
 What makes an interactive read-aloud
interactive is that the children and the
reader engage in conversation about the
book, and the conversation is not
entirely controlled or initiated by the
reader.
Promoting
Interest in
Books
Interactive Read- Alouds from a
Motivational Perspective
 Be enthusiastic
 Collaborate- don’t test.
 Discuss the illustrations.
 Encourage personal reactions to the story
 Modify the story.
 Act out portions of the story.
Promoting
Interest in
Books
1. Moderate Degree of Challenge
 Schultheiss and Brunsten (2005),
successful experiences lead to
hopefulness and an inclination to seek
further opportunities to solve similar
problem, whereas repeated experiences
with failure lead to expectations of
further failure and therefore lead one
away from engagement.
2. Developing Effective Approaches
to Problem Solving
3. Scaffolding Children’s Reading
Developing a
sense of
confidence
and
competence
Table 3.1. Sample Interactions Following a Word
Identification Error that will Promote a Sense of
Competence in Reading
Developing a
sense of
confidence
and
competence
Teacher response Child’s possible interception
Waits until the child has read
far enough along to realize
that an error has occurred.
“I’m not sure about that
word-but maybe I’ll figure it
out if I read a little further.”
Notices when the child notices
a word identification error
(e.g., “I hear you slowing
down there- are you thinking
that something is not quite
right?”).
“It’s ok to slow down and
think a bit when something
doesn’t seem right.”
Notices when the child
spontaneously corrects a word
identification error and
encourages the child to
reflect on this success (e.g.,
“I noticed that you went back
and changed that word. How
did you know that word
was?”).
“I know how t figure out
words.”
Table 3.2. Sample Interactions Following a Word
Identification Error that will not Promote a Sense
of Competence in Reading
Developing a
sense of
confidence
and
competence Teacher response Child’s possible interception
Too much support: Identifies
the error before the child has
read far enough to realize
that an error has occurred.
“I can’t do this on my own” or
“I need someone to tell me
the words I don’t know.”
Too little support: Allows the
child to keep reading, despite
error(s).
“Guessing at the words seems
to be ok with my teacher” or
“ All I have to do is say
something and keep going-
I’m not sure what I’m
supposed to be doing here!.”
 Motivation researchers have identified
two general types of beliefs that
students may hold with regard to their
academic abilities: Fixed versus
malleable (Dweck and Molden, 2005).
 Children in the early primary grades tend
to think of their abilities as changeable
and under their control. (Chapman and
Turner, 1995; Nicholls, 1978,1990).
Attribution
for Success
The Role of Practice and Effort
 In general, the more reading a child
does, the easier reading becomes.
Attending to and Reflecting on Success
 It has been recognized that one of the
most effective ways to elicit desired
behaviors from children is to attend to
desired behaviors.
Attribution
for Success
Edward Deci (1975)
 Intrinsically motivated activities are
ones for which there is no apparent
reward except the activity itself.
 Intrinsically motivated behaviors are
aimed at bringing about certain
internally rewarding consequences,
namely, feelings of competence and self-
determination.
 Extrinsically motivated behaviors
are carried out in anticipation of a
reward from outside and beyond the self.
(Typically extrinsic rewards are money, prizes,
grades, and even certain types of positive
feedback.)
INTRINSIC
versus
EXTRINSIC
Motivation
Promoting Development of Intrinsic
Motivation
 Treat reading and writing as a privilege
(not as work).
 Avoid social comparisons and encourage
personal comparisons.
 Use praise judiciously to encourage
intrinsic motivation and a mastery
orientation.
INTRINSIC
versus
EXTRINSIC
Motivation
Table 3.3. Motivating and Unmotivating
Messages Teachers Might Send
Unmotivationg messages Motivationg messages
“We need to read this book
today before recess.”
“We get to read this book
today before recess.”
“I want to see what you are
going to write next. You need
to finish your journal entry
before you go to the block
area.”
“”I can’t wait to see what you
are going to write next. I hope
you get to finish your journal
entry before you go to the
block are.”
“Let’s see how many of these
letters you know.”
“Let’s see how many of these
letters you already know.”
INTRINSIC
versus
EXTRINSIC
Motivation
“Each of you will do a report
on dinosaurs.”
“You will each have a chance
to do a report on a dinosaur
that you are especially
interested in.”
RESPONSE TO INTERVENTION
 RTI is not an actual method of teaching
but a process that aims to learn what
type of instruction works best for the
individual students.
 The word intervention is the key to
understanding what RTI is all about.
RTI
The child will develop the belief
that reading and writing are
enjoyable and informative activities
which are beyond her capabilities.
Motivational
Goal
INTRINSICALLY MOTIVATING TECHNIQUES: A CHECK
LIST
1. Does the technique appeal to the genuine interest of your
students? Is it relevant to their lives?
2. Do you present the technique in a positive, enthusiastic
manner?
3. Are students clearly aware of the purpose of the
technique?
4. Do students have some choice in: a. choosing some aspect
of the technique? b. determining how they go about
fulfilling the goals of the technique?
5. Does the technique encourage students to discover for
themselves certain principles or rules?
6. Does it encourage students in some way to develop or use
effective strategies of leaning and communication?
7. Does it contribute-at least to some extent-to students’
ultimate autonomy and independence (from you)?
8. Does it foster cooperative negotiation with other students
in the class? Is it a truly interactive technique?
9. Does the technique present a “reasonable challenge”?
10. Do the students receive sufficient feedback on their
performance (from each other or from you?
INTRINSIC
MOTIVATION
Think of yourself not much as a
teacher who constantly “deliver”
information to your students, but more
as a facilitator of learning.

More Related Content

What's hot

Building Thematic Units from Bookroom Offerings
Building Thematic Units from Bookroom OfferingsBuilding Thematic Units from Bookroom Offerings
Building Thematic Units from Bookroom OfferingsJonathan Vervaet
 
Make learning irresistible
Make learning irresistibleMake learning irresistible
Make learning irresistiblePhil Stubbs
 
Strategies for developing creativity and critical thinking final draft
Strategies for developing creativity and critical thinking final draftStrategies for developing creativity and critical thinking final draft
Strategies for developing creativity and critical thinking final draftLeAnn Skeen
 
Dispositional Tuning: Reflecting the Change
Dispositional Tuning: Reflecting the ChangeDispositional Tuning: Reflecting the Change
Dispositional Tuning: Reflecting the ChangeJonathan Vervaet
 
Strategies for Developing Creativity and Critical Thinking
Strategies for Developing Creativity and Critical ThinkingStrategies for Developing Creativity and Critical Thinking
Strategies for Developing Creativity and Critical ThinkingKarin Bomar
 
QED529 Peer Teaching Session 3- Motivation
QED529 Peer Teaching Session 3- MotivationQED529 Peer Teaching Session 3- Motivation
QED529 Peer Teaching Session 3- Motivationmichchoy
 
Motivating disengaged students w solution tree symbol taping
Motivating disengaged students w solution tree symbol tapingMotivating disengaged students w solution tree symbol taping
Motivating disengaged students w solution tree symbol tapingAli Ahsan
 
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideMind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
 
Ppt solving problems in the Encouraging Classroom
Ppt solving problems in the Encouraging ClassroomPpt solving problems in the Encouraging Classroom
Ppt solving problems in the Encouraging ClassroomMay Martinez
 
How to be motivated to study
How to be motivated to studyHow to be motivated to study
How to be motivated to studyWengTattCheh1
 
How to Motivate Adults Learners
How to Motivate Adults LearnersHow to Motivate Adults Learners
How to Motivate Adults LearnersEo MinDef
 
The Changing Story of American Education
The Changing Story of American EducationThe Changing Story of American Education
The Changing Story of American Educationjenniferplucker
 
Flipping with libguides
Flipping with libguidesFlipping with libguides
Flipping with libguidesStella Baker
 
Scaffolding and zone of proximal development
Scaffolding and zone of proximal developmentScaffolding and zone of proximal development
Scaffolding and zone of proximal developmentUmm-e-Rooman Yaqoob
 

What's hot (19)

Building Thematic Units from Bookroom Offerings
Building Thematic Units from Bookroom OfferingsBuilding Thematic Units from Bookroom Offerings
Building Thematic Units from Bookroom Offerings
 
Module #2
Module #2Module #2
Module #2
 
Sue
SueSue
Sue
 
Make learning irresistible
Make learning irresistibleMake learning irresistible
Make learning irresistible
 
Strategies for developing creativity and critical thinking final draft
Strategies for developing creativity and critical thinking final draftStrategies for developing creativity and critical thinking final draft
Strategies for developing creativity and critical thinking final draft
 
Dispositional Tuning: Reflecting the Change
Dispositional Tuning: Reflecting the ChangeDispositional Tuning: Reflecting the Change
Dispositional Tuning: Reflecting the Change
 
Strategies for Developing Creativity and Critical Thinking
Strategies for Developing Creativity and Critical ThinkingStrategies for Developing Creativity and Critical Thinking
Strategies for Developing Creativity and Critical Thinking
 
QED529 Peer Teaching Session 3- Motivation
QED529 Peer Teaching Session 3- MotivationQED529 Peer Teaching Session 3- Motivation
QED529 Peer Teaching Session 3- Motivation
 
Motivating disengaged students w solution tree symbol taping
Motivating disengaged students w solution tree symbol tapingMotivating disengaged students w solution tree symbol taping
Motivating disengaged students w solution tree symbol taping
 
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideMind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
 
Ppt solving problems in the Encouraging Classroom
Ppt solving problems in the Encouraging ClassroomPpt solving problems in the Encouraging Classroom
Ppt solving problems in the Encouraging Classroom
 
How to be motivated to study
How to be motivated to studyHow to be motivated to study
How to be motivated to study
 
How to Motivate Adults Learners
How to Motivate Adults LearnersHow to Motivate Adults Learners
How to Motivate Adults Learners
 
The Changing Story of American Education
The Changing Story of American EducationThe Changing Story of American Education
The Changing Story of American Education
 
Engage motivationmea
Engage motivationmeaEngage motivationmea
Engage motivationmea
 
Flipping with libguides
Flipping with libguidesFlipping with libguides
Flipping with libguides
 
Mindset presentation p. palmer tesl toronto may 2015
Mindset presentation p. palmer tesl toronto may 2015Mindset presentation p. palmer tesl toronto may 2015
Mindset presentation p. palmer tesl toronto may 2015
 
#PSP2012 | Carol Dweck, "The Growth Mindset: Non-Cognitive Skills & Learning"
#PSP2012 | Carol Dweck, "The Growth Mindset: Non-Cognitive Skills & Learning"#PSP2012 | Carol Dweck, "The Growth Mindset: Non-Cognitive Skills & Learning"
#PSP2012 | Carol Dweck, "The Growth Mindset: Non-Cognitive Skills & Learning"
 
Scaffolding and zone of proximal development
Scaffolding and zone of proximal developmentScaffolding and zone of proximal development
Scaffolding and zone of proximal development
 

Similar to Motivation inside the classroom for teachers

Motivating the Demotivated - Audrey McPherson
Motivating the Demotivated  - Audrey McPhersonMotivating the Demotivated  - Audrey McPherson
Motivating the Demotivated - Audrey McPhersonKenny Pieper
 
From good to outstanding teaching at St Nicholas!
From good to outstanding teaching at St Nicholas!From good to outstanding teaching at St Nicholas!
From good to outstanding teaching at St Nicholas!andymellor64
 
Edutech2015v2 150705224119-lva1-app6891
Edutech2015v2 150705224119-lva1-app6891Edutech2015v2 150705224119-lva1-app6891
Edutech2015v2 150705224119-lva1-app6891Vera Kovaleva
 
Group 5 PBL - scenario 1
Group 5 PBL - scenario 1Group 5 PBL - scenario 1
Group 5 PBL - scenario 1Chan Nichol
 
Philosophy of early childhood education 4
Philosophy of early childhood education 4Philosophy of early childhood education 4
Philosophy of early childhood education 4Online
 
Self-reflection- Dr Ryan Thomas Williams
Self-reflection- Dr Ryan Thomas WilliamsSelf-reflection- Dr Ryan Thomas Williams
Self-reflection- Dr Ryan Thomas WilliamsRyan Williams
 
Managing the Teaching & Learning Environment
Managing the Teaching & Learning EnvironmentManaging the Teaching & Learning Environment
Managing the Teaching & Learning EnvironmentEdu Nile
 
Motivation for excellence in education (swayam)
Motivation for excellence in education (swayam)Motivation for excellence in education (swayam)
Motivation for excellence in education (swayam)Anwesha Sanyal
 
Formative Assessment - Bear Creek Elementary August 28th, 2013
Formative Assessment - Bear Creek Elementary August 28th, 2013Formative Assessment - Bear Creek Elementary August 28th, 2013
Formative Assessment - Bear Creek Elementary August 28th, 2013Jonathan Vervaet
 
Principles of Teaching - Motivation
Principles of Teaching - MotivationPrinciples of Teaching - Motivation
Principles of Teaching - MotivationJerwin Lopez
 
Planning & building curriculum constructor
Planning & building curriculum constructorPlanning & building curriculum constructor
Planning & building curriculum constructorDrew Gerdes
 
Promoting empathy and a sense of community
Promoting empathy and a sense of communityPromoting empathy and a sense of community
Promoting empathy and a sense of communityblantoncd
 
Ba pt ppp directed task week 15
Ba pt ppp directed task week 15Ba pt ppp directed task week 15
Ba pt ppp directed task week 15Lee Hazeldine
 
The red coler with file are very importantAttached Files Fixedv.docx
The red coler with file are very importantAttached Files Fixedv.docxThe red coler with file are very importantAttached Files Fixedv.docx
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
 
Issues Around Teaching Children A Language
Issues Around Teaching Children A LanguageIssues Around Teaching Children A Language
Issues Around Teaching Children A LanguageBishara Adam
 

Similar to Motivation inside the classroom for teachers (20)

Motivating the Demotivated - Audrey McPherson
Motivating the Demotivated  - Audrey McPhersonMotivating the Demotivated  - Audrey McPherson
Motivating the Demotivated - Audrey McPherson
 
Learning and teaching
Learning and teaching Learning and teaching
Learning and teaching
 
acad1369.pptx
acad1369.pptxacad1369.pptx
acad1369.pptx
 
Dr. Spanaka Adamantia, HOU
Dr. Spanaka Adamantia, HOUDr. Spanaka Adamantia, HOU
Dr. Spanaka Adamantia, HOU
 
From good to outstanding teaching at St Nicholas!
From good to outstanding teaching at St Nicholas!From good to outstanding teaching at St Nicholas!
From good to outstanding teaching at St Nicholas!
 
Edutech 2015 v2
Edutech 2015 v2Edutech 2015 v2
Edutech 2015 v2
 
Edutech2015v2 150705224119-lva1-app6891
Edutech2015v2 150705224119-lva1-app6891Edutech2015v2 150705224119-lva1-app6891
Edutech2015v2 150705224119-lva1-app6891
 
Group 5 PBL - scenario 1
Group 5 PBL - scenario 1Group 5 PBL - scenario 1
Group 5 PBL - scenario 1
 
Philosophy of early childhood education 4
Philosophy of early childhood education 4Philosophy of early childhood education 4
Philosophy of early childhood education 4
 
Self-reflection- Dr Ryan Thomas Williams
Self-reflection- Dr Ryan Thomas WilliamsSelf-reflection- Dr Ryan Thomas Williams
Self-reflection- Dr Ryan Thomas Williams
 
Managing the Teaching & Learning Environment
Managing the Teaching & Learning EnvironmentManaging the Teaching & Learning Environment
Managing the Teaching & Learning Environment
 
Motivation for excellence in education (swayam)
Motivation for excellence in education (swayam)Motivation for excellence in education (swayam)
Motivation for excellence in education (swayam)
 
What Is Learning Essay
What Is Learning EssayWhat Is Learning Essay
What Is Learning Essay
 
Formative Assessment - Bear Creek Elementary August 28th, 2013
Formative Assessment - Bear Creek Elementary August 28th, 2013Formative Assessment - Bear Creek Elementary August 28th, 2013
Formative Assessment - Bear Creek Elementary August 28th, 2013
 
Principles of Teaching - Motivation
Principles of Teaching - MotivationPrinciples of Teaching - Motivation
Principles of Teaching - Motivation
 
Planning & building curriculum constructor
Planning & building curriculum constructorPlanning & building curriculum constructor
Planning & building curriculum constructor
 
Promoting empathy and a sense of community
Promoting empathy and a sense of communityPromoting empathy and a sense of community
Promoting empathy and a sense of community
 
Ba pt ppp directed task week 15
Ba pt ppp directed task week 15Ba pt ppp directed task week 15
Ba pt ppp directed task week 15
 
The red coler with file are very importantAttached Files Fixedv.docx
The red coler with file are very importantAttached Files Fixedv.docxThe red coler with file are very importantAttached Files Fixedv.docx
The red coler with file are very importantAttached Files Fixedv.docx
 
Issues Around Teaching Children A Language
Issues Around Teaching Children A LanguageIssues Around Teaching Children A Language
Issues Around Teaching Children A Language
 

Recently uploaded

DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxMichelleTuguinay1
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 
How to Make a Duplicate of Your Odoo 17 Database
How to Make a Duplicate of Your Odoo 17 DatabaseHow to Make a Duplicate of Your Odoo 17 Database
How to Make a Duplicate of Your Odoo 17 DatabaseCeline George
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management SystemChristalin Nelson
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvRicaMaeCastro1
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
Mental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young mindsMental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young mindsPooky Knightsmith
 
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfJemuel Francisco
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management systemChristalin Nelson
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4MiaBumagat1
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptxiammrhaywood
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQuiz Club NITW
 
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Association for Project Management
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptxmary850239
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationdeepaannamalai16
 
How to Manage Engineering to Order in Odoo 17
How to Manage Engineering to Order in Odoo 17How to Manage Engineering to Order in Odoo 17
How to Manage Engineering to Order in Odoo 17Celine George
 

Recently uploaded (20)

DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 
How to Make a Duplicate of Your Odoo 17 Database
How to Make a Duplicate of Your Odoo 17 DatabaseHow to Make a Duplicate of Your Odoo 17 Database
How to Make a Duplicate of Your Odoo 17 Database
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management System
 
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnvESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
ESP 4-EDITED.pdfmmcncncncmcmmnmnmncnmncmnnjvnnv
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
Mental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young mindsMental Health Awareness - a toolkit for supporting young minds
Mental Health Awareness - a toolkit for supporting young minds
 
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management system
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4
 
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptxAUDIENCE THEORY -CULTIVATION THEORY -  GERBNER.pptx
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
 
prashanth updated resume 2024 for Teaching Profession
prashanth updated resume 2024 for Teaching Professionprashanth updated resume 2024 for Teaching Profession
prashanth updated resume 2024 for Teaching Profession
 
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx4.16.24 21st Century Movements for Black Lives.pptx
4.16.24 21st Century Movements for Black Lives.pptx
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentation
 
How to Manage Engineering to Order in Odoo 17
How to Manage Engineering to Order in Odoo 17How to Manage Engineering to Order in Odoo 17
How to Manage Engineering to Order in Odoo 17
 

Motivation inside the classroom for teachers

  • 1. ACTIVITY: Act it out Group 1. Application of Intrinsic motivation in the classroom Group 2. Application of Extrinsic motivation in the classroom.
  • 2. MOTIVATION TO READ AND WRITE
  • 3. Defining Motivation Promoting interest in books Developing a sense of confidence and competence Attribution for success Intrinsic versus extrinsic motivation
  • 4. Motivation is what gets one going, keeps one engaged, and move one forward in any task that requires effort. DEFINING MOTIVATION
  • 5.  Most young children begin school eager to learn to read and write and fully expecting that they will successfully learn to do (Mckenna, Kear, and Ellsworth, 1995).  According to Wigfield (2000), most children come to school curious about learning and with a high expectation of success. MOTIVATION
  • 6.  Teachers often identify “ developing a love of reading” as one of their major instructional goals (Nolen, 2001).  Children are more likely to love reading if they love the books that they read or hear and if they enjoy interactions that occur around these books.  Teacher might make a point of choosing to read a book on certain cultural traditions, or certain animals, or certain family dynamics, etc. Promoting Interest in Books
  • 7. Interactive Read- Alouds  What makes an interactive read-aloud interactive is that the children and the reader engage in conversation about the book, and the conversation is not entirely controlled or initiated by the reader. Promoting Interest in Books
  • 8. Interactive Read- Alouds from a Motivational Perspective  Be enthusiastic  Collaborate- don’t test.  Discuss the illustrations.  Encourage personal reactions to the story  Modify the story.  Act out portions of the story. Promoting Interest in Books
  • 9. 1. Moderate Degree of Challenge  Schultheiss and Brunsten (2005), successful experiences lead to hopefulness and an inclination to seek further opportunities to solve similar problem, whereas repeated experiences with failure lead to expectations of further failure and therefore lead one away from engagement. 2. Developing Effective Approaches to Problem Solving 3. Scaffolding Children’s Reading Developing a sense of confidence and competence
  • 10. Table 3.1. Sample Interactions Following a Word Identification Error that will Promote a Sense of Competence in Reading Developing a sense of confidence and competence Teacher response Child’s possible interception Waits until the child has read far enough along to realize that an error has occurred. “I’m not sure about that word-but maybe I’ll figure it out if I read a little further.” Notices when the child notices a word identification error (e.g., “I hear you slowing down there- are you thinking that something is not quite right?”). “It’s ok to slow down and think a bit when something doesn’t seem right.” Notices when the child spontaneously corrects a word identification error and encourages the child to reflect on this success (e.g., “I noticed that you went back and changed that word. How did you know that word was?”). “I know how t figure out words.”
  • 11. Table 3.2. Sample Interactions Following a Word Identification Error that will not Promote a Sense of Competence in Reading Developing a sense of confidence and competence Teacher response Child’s possible interception Too much support: Identifies the error before the child has read far enough to realize that an error has occurred. “I can’t do this on my own” or “I need someone to tell me the words I don’t know.” Too little support: Allows the child to keep reading, despite error(s). “Guessing at the words seems to be ok with my teacher” or “ All I have to do is say something and keep going- I’m not sure what I’m supposed to be doing here!.”
  • 12.  Motivation researchers have identified two general types of beliefs that students may hold with regard to their academic abilities: Fixed versus malleable (Dweck and Molden, 2005).  Children in the early primary grades tend to think of their abilities as changeable and under their control. (Chapman and Turner, 1995; Nicholls, 1978,1990). Attribution for Success
  • 13. The Role of Practice and Effort  In general, the more reading a child does, the easier reading becomes. Attending to and Reflecting on Success  It has been recognized that one of the most effective ways to elicit desired behaviors from children is to attend to desired behaviors. Attribution for Success
  • 14. Edward Deci (1975)  Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself.  Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self- determination.  Extrinsically motivated behaviors are carried out in anticipation of a reward from outside and beyond the self. (Typically extrinsic rewards are money, prizes, grades, and even certain types of positive feedback.) INTRINSIC versus EXTRINSIC Motivation
  • 15. Promoting Development of Intrinsic Motivation  Treat reading and writing as a privilege (not as work).  Avoid social comparisons and encourage personal comparisons.  Use praise judiciously to encourage intrinsic motivation and a mastery orientation. INTRINSIC versus EXTRINSIC Motivation
  • 16. Table 3.3. Motivating and Unmotivating Messages Teachers Might Send Unmotivationg messages Motivationg messages “We need to read this book today before recess.” “We get to read this book today before recess.” “I want to see what you are going to write next. You need to finish your journal entry before you go to the block area.” “”I can’t wait to see what you are going to write next. I hope you get to finish your journal entry before you go to the block are.” “Let’s see how many of these letters you know.” “Let’s see how many of these letters you already know.” INTRINSIC versus EXTRINSIC Motivation “Each of you will do a report on dinosaurs.” “You will each have a chance to do a report on a dinosaur that you are especially interested in.”
  • 17. RESPONSE TO INTERVENTION  RTI is not an actual method of teaching but a process that aims to learn what type of instruction works best for the individual students.  The word intervention is the key to understanding what RTI is all about. RTI
  • 18. The child will develop the belief that reading and writing are enjoyable and informative activities which are beyond her capabilities. Motivational Goal
  • 19. INTRINSICALLY MOTIVATING TECHNIQUES: A CHECK LIST 1. Does the technique appeal to the genuine interest of your students? Is it relevant to their lives? 2. Do you present the technique in a positive, enthusiastic manner? 3. Are students clearly aware of the purpose of the technique? 4. Do students have some choice in: a. choosing some aspect of the technique? b. determining how they go about fulfilling the goals of the technique? 5. Does the technique encourage students to discover for themselves certain principles or rules? 6. Does it encourage students in some way to develop or use effective strategies of leaning and communication? 7. Does it contribute-at least to some extent-to students’ ultimate autonomy and independence (from you)? 8. Does it foster cooperative negotiation with other students in the class? Is it a truly interactive technique? 9. Does the technique present a “reasonable challenge”? 10. Do the students receive sufficient feedback on their performance (from each other or from you? INTRINSIC MOTIVATION
  • 20. Think of yourself not much as a teacher who constantly “deliver” information to your students, but more as a facilitator of learning.