Role of teachers and parents in extrinsic motivation
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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.
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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: 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 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.
Facilitating Human Learning, Motivations and Drives
This document is a report submitted by Marvin B. Gonzaga to Prof. Jocelyn Bacasmot for GED 222 class. The report discusses the objectives and key aspects of motivation in learning. It defines motivation and explains that it refers to an internal state that precedes behavior. It then discusses the causes, aspects, and effects of motivation as well as the factors that influence it. Finally, it differentiates between motives and drives and identifies the different types of motivation.
Motivational Factors in Learning
This document discusses motivational factors in learning. It defines motivation as what causes us to act and maintain goal-oriented behaviors. Motivation involves three factors: activation to initiate a behavior, persistence to continue efforts despite obstacles, and intensity in concentration and effort. Motivational theories discussed include instincts, drives/needs, and arousal levels. Factors influencing student motivation are listed as knowledge in the subject area, beliefs about expectations, self-concept, anxiety over grades, classroom support, task difficulty/challenge, social interaction, and belief in usefulness of learning. Strategies to manage motivation are also outlined.
Module 19 motivation and types of motivation
The document discusses intrinsic and extrinsic motivation in students. Intrinsic motivation means a student is self-driven and enjoys learning for its own sake, which leads to long-term retention of knowledge. Extrinsic motivation means a student is motivated by external rewards like grades, which only provides short-term benefits and memory of information. The document then lists 10 strategies to promote intrinsic motivation in students, such as allowing student choice, connecting learning to real-world goals, and involving students in contests.
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.
Learning principles
This document outlines seven principles of learning:
1) Students' prior knowledge can help or hinder new learning.
2) How students organize knowledge impacts how they learn and apply it.
3) Students' motivation determines what they learn and how they sustain learning.
4) To develop mastery, students must acquire skills, practice integrating them, and know when to apply learning.
5) Goal-directed practice with targeted feedback enhances learning quality.
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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: 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 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.
Facilitating Human Learning, Motivations and Drives
This document is a report submitted by Marvin B. Gonzaga to Prof. Jocelyn Bacasmot for GED 222 class. The report discusses the objectives and key aspects of motivation in learning. It defines motivation and explains that it refers to an internal state that precedes behavior. It then discusses the causes, aspects, and effects of motivation as well as the factors that influence it. Finally, it differentiates between motives and drives and identifies the different types of motivation.
Motivational Factors in Learning
This document discusses motivational factors in learning. It defines motivation as what causes us to act and maintain goal-oriented behaviors. Motivation involves three factors: activation to initiate a behavior, persistence to continue efforts despite obstacles, and intensity in concentration and effort. Motivational theories discussed include instincts, drives/needs, and arousal levels. Factors influencing student motivation are listed as knowledge in the subject area, beliefs about expectations, self-concept, anxiety over grades, classroom support, task difficulty/challenge, social interaction, and belief in usefulness of learning. Strategies to manage motivation are also outlined.
Module 19 motivation and types of motivation
The document discusses intrinsic and extrinsic motivation in students. Intrinsic motivation means a student is self-driven and enjoys learning for its own sake, which leads to long-term retention of knowledge. Extrinsic motivation means a student is motivated by external rewards like grades, which only provides short-term benefits and memory of information. The document then lists 10 strategies to promote intrinsic motivation in students, such as allowing student choice, connecting learning to real-world goals, and involving students in contests.
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.
Learning principles
This document outlines seven principles of learning:
1) Students' prior knowledge can help or hinder new learning.
2) How students organize knowledge impacts how they learn and apply it.
3) Students' motivation determines what they learn and how they sustain learning.
4) To develop mastery, students must acquire skills, practice integrating them, and know when to apply learning.
5) Goal-directed practice with targeted feedback enhances learning quality.
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.
Motivational and affective factors report (facilitating learning)
Motivational and emotional factors influence learning in several ways. Positive emotions like curiosity enhance motivation and facilitate learning, while mild anxiety can focus attention on tasks. Intrinsic motivation to learn comes from meeting basic needs for competence and control, and is highest for tasks seen as interesting, relevant, appropriately challenging, and able to be succeeded at. Effort is also a sign of motivation, and complex learning requires strategic effort and persistence over time. Educators can facilitate motivation through purposeful activities that enhance positive emotions and relevance, and help learners feel tasks are interesting.
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-
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.
Swot analysis
The document provides an overview of a SWOT analysis for schools. It explains that a SWOT analysis is a tool that can help schools analyze their strengths, weaknesses, opportunities, and threats. It discusses how internal strengths and weaknesses relate to factors within a school's control, while external opportunities and threats involve factors outside a school's control. The document provides examples of different strengths, weaknesses, opportunities, and threats a school may want to consider in a SWOT analysis.
Theories on factors affecting motivation
The document discusses several theories of motivation:
1) Choice Theory proposes 4 basic psychological needs that motivate behavior: belonging, power/competence, freedom, and fun. Creating a sense of community and student choice can satisfy these needs.
2) Maslow's Hierarchy of Needs suggests lower-level needs like survival and security must be met before higher-level needs like belongingness and esteem can motivate.
3) Goal Theory proposes that goals affect motivation - learning goals motivate more than performance goals, and self-determined, specific, challenging goals with feedback are most effective. Objectives should be SMART to maximize motivation.
Motivational and affective factors
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
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.
Motivation and learning
This presentation discusses how motivation (intrinsic and extrinsic) affects learning and the attitude towards learning.
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.
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.
Factors associated with learning
This document discusses factors that affect learning, including teaching/instructional factors and environmental factors. It outlines how a teacher's personality, learning strategies, standards and assessment, and counseling can impact a student's learning. Environmental factors that are explored include a learner's beliefs, social expectations, family background, and physical conditions of the learning environment. The document aims to understand how to solve learning problems and improve teaching methods.
1. motivational and emotional influences on learning alladin daliva
Motivation is defined as an internal drive that directs and energizes behavior toward achieving goals. It is important for directing learning activities and giving students satisfaction. A student's motivation depends on their emotional state, beliefs, interests, and goals. Many factors influence a student's motivation to learn, including their interest in the subject, perception of its usefulness, desire to achieve, self-confidence, and self-esteem. Both positive and mild negative emotions like curiosity and anxiety can enhance learning by focusing attention, while a lack of motivation will hamper success. Setting goals is important for motivation, as asking successful people what motivates them often elicits goals as the answer.
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.
Human resource management
This document discusses human resource management (HRM). It defines HRM as the process of recruiting, selecting, training, and developing employees. The core elements of HRM are organization, people, and management. Some key functions of HRM include personnel management, employee welfare, and industrial relations. HRM aims to achieve organizational goals as well as individual and societal goals. It involves both managerial functions like planning and organizing as well as operational functions like recruitment, training, compensation, and employee separation. The roles of an HRM manager include being a humanitarian, counselor, mediator, spokesperson, problem solver, and change agent. The document also discusses how HRM principles apply specifically in a school setting.
Improving Student Learning Motivation Through Interaction_2017
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.
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.
Should Teachers Give Rewards for Good Behavior?
1. Reward systems can be effective for managing disruptive student behavior in the short term by gaining compliance, but they do not address the underlying issues or teach self-management skills.
2. For rewards to be most effective, the student should be involved in selecting rewards and setting goals. The link between the rewarded behavior and rewards must be clear.
3. The goal of interventions for disruptive students should be to teach self-management of behavior and transition students from an externally supported system to internal motivation. Rewards are just one supportive tool in a comprehensive guidance program.
Collection of teaching guidelines wl exceptionalities
The document discusses effective teaching practices for students with exceptionalities. It recommends planning lessons that break information into smaller chunks and build upon prior knowledge. Lectures should be kept short at 15 minutes or less with interactive questions. Students should work in cooperative groups with clear roles to encourage teamwork and participation. Positive praise and rewards can motivate exceptional students. Specific strategies are provided for students with emotional disturbances, including the use of schedules, checklists, breaking assignments into chunks, proximity to the teacher, additional review, and explicitly teaching organizational skills.
Self-Efficacy Presentation
This document discusses self-efficacy, which is the belief in one's ability to succeed or achieve goals. It defines self-efficacy and explains that it has 5 influences: performance experience, vicarious experience, social persuasion, imaginal experience, and physical/emotional states. Developing self-efficacy is important as it allows students to better self-regulate, be more resilient, achieve higher academic performance, and find greater success and happiness in life. Teachers can support developing students' self-efficacy.
Magic Of Motivating Students
The document discusses five variables that influence student motivation - interest, success, level of concern, feeling tone, and knowledge of results - and provides techniques teachers can use to enhance each one, such as using visual aids to build interest, ensuring assignments are at appropriate difficulty levels to promote success, and providing timely feedback to give knowledge of results. It emphasizes the importance of creating a positive feeling tone in the classroom and using extrinsic motivators strategically to help students develop intrinsic motivation.
Motivating students
Includes guidelines for the teachers how effectivly they can manage the class and students and how they can keep the moral of students high.
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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.
Motivational and affective factors report (facilitating learning)
Motivational and emotional factors influence learning in several ways. Positive emotions like curiosity enhance motivation and facilitate learning, while mild anxiety can focus attention on tasks. Intrinsic motivation to learn comes from meeting basic needs for competence and control, and is highest for tasks seen as interesting, relevant, appropriately challenging, and able to be succeeded at. Effort is also a sign of motivation, and complex learning requires strategic effort and persistence over time. Educators can facilitate motivation through purposeful activities that enhance positive emotions and relevance, and help learners feel tasks are interesting.
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-
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.
Swot analysis
The document provides an overview of a SWOT analysis for schools. It explains that a SWOT analysis is a tool that can help schools analyze their strengths, weaknesses, opportunities, and threats. It discusses how internal strengths and weaknesses relate to factors within a school's control, while external opportunities and threats involve factors outside a school's control. The document provides examples of different strengths, weaknesses, opportunities, and threats a school may want to consider in a SWOT analysis.
Theories on factors affecting motivation
The document discusses several theories of motivation:
1) Choice Theory proposes 4 basic psychological needs that motivate behavior: belonging, power/competence, freedom, and fun. Creating a sense of community and student choice can satisfy these needs.
2) Maslow's Hierarchy of Needs suggests lower-level needs like survival and security must be met before higher-level needs like belongingness and esteem can motivate.
3) Goal Theory proposes that goals affect motivation - learning goals motivate more than performance goals, and self-determined, specific, challenging goals with feedback are most effective. Objectives should be SMART to maximize motivation.
Motivational and affective factors
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
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.
Motivation and learning
This presentation discusses how motivation (intrinsic and extrinsic) affects learning and the attitude towards learning.
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.
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.
Factors associated with learning
This document discusses factors that affect learning, including teaching/instructional factors and environmental factors. It outlines how a teacher's personality, learning strategies, standards and assessment, and counseling can impact a student's learning. Environmental factors that are explored include a learner's beliefs, social expectations, family background, and physical conditions of the learning environment. The document aims to understand how to solve learning problems and improve teaching methods.
1. motivational and emotional influences on learning alladin daliva
Motivation is defined as an internal drive that directs and energizes behavior toward achieving goals. It is important for directing learning activities and giving students satisfaction. A student's motivation depends on their emotional state, beliefs, interests, and goals. Many factors influence a student's motivation to learn, including their interest in the subject, perception of its usefulness, desire to achieve, self-confidence, and self-esteem. Both positive and mild negative emotions like curiosity and anxiety can enhance learning by focusing attention, while a lack of motivation will hamper success. Setting goals is important for motivation, as asking successful people what motivates them often elicits goals as the answer.
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.
Human resource management
This document discusses human resource management (HRM). It defines HRM as the process of recruiting, selecting, training, and developing employees. The core elements of HRM are organization, people, and management. Some key functions of HRM include personnel management, employee welfare, and industrial relations. HRM aims to achieve organizational goals as well as individual and societal goals. It involves both managerial functions like planning and organizing as well as operational functions like recruitment, training, compensation, and employee separation. The roles of an HRM manager include being a humanitarian, counselor, mediator, spokesperson, problem solver, and change agent. The document also discusses how HRM principles apply specifically in a school setting.
Improving Student Learning Motivation Through Interaction_2017
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.
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.
Should Teachers Give Rewards for Good Behavior?
1. Reward systems can be effective for managing disruptive student behavior in the short term by gaining compliance, but they do not address the underlying issues or teach self-management skills.
2. For rewards to be most effective, the student should be involved in selecting rewards and setting goals. The link between the rewarded behavior and rewards must be clear.
3. The goal of interventions for disruptive students should be to teach self-management of behavior and transition students from an externally supported system to internal motivation. Rewards are just one supportive tool in a comprehensive guidance program.
Collection of teaching guidelines wl exceptionalities
The document discusses effective teaching practices for students with exceptionalities. It recommends planning lessons that break information into smaller chunks and build upon prior knowledge. Lectures should be kept short at 15 minutes or less with interactive questions. Students should work in cooperative groups with clear roles to encourage teamwork and participation. Positive praise and rewards can motivate exceptional students. Specific strategies are provided for students with emotional disturbances, including the use of schedules, checklists, breaking assignments into chunks, proximity to the teacher, additional review, and explicitly teaching organizational skills.
Self-Efficacy Presentation
This document discusses self-efficacy, which is the belief in one's ability to succeed or achieve goals. It defines self-efficacy and explains that it has 5 influences: performance experience, vicarious experience, social persuasion, imaginal experience, and physical/emotional states. Developing self-efficacy is important as it allows students to better self-regulate, be more resilient, achieve higher academic performance, and find greater success and happiness in life. Teachers can support developing students' self-efficacy.
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Motivation PowerPoint Slides include topics such as: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more. Slides can easily be tailored to your specific needs (make handouts, create overheads and use them with an LCD projector) and are available for license. 100+ PowerPoint presentation content slides. Each slide includes slide transitions, clipart and animation. System & Software Requirements: IBM or MAC and PowerPoint 97 or higher. You may use this product over and over again. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
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According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
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What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
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- 2. Role of teachers in extrinsic motivation Give frequent, early positive feedback that supports beliefs that they can do well Ensure opportunities for students success by assigning tasks that are neither too difficult nor too easy Help students to find personal meaning and value in the teaching material Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community. Teacher’s Enthusiasm
- 3. Relevance of What is Being Taught: Level of Understanding of the topic Active Involvement of the students Rapport Between Teacher and Students Use of Appropriate Concrete and Understandable Examples Holding Of High but Realistic Expectation from Students
- 4. Helping students Achieve Goals by Themselves Telling students what they need to do succeed in the course Strengthening students self motivation Avoidance of creating intense competition among students must feel comfortable with themselves, their pupils, and their subject matter must believe in their students' capacity and tendency for appropriate classroom conduct
- 5. must ensure that their instructional activities are interesting and relevant. must match their instructional activities with their pupils' capabilities. must involve their pupils in setting up "the rules" must make certain that their pupils know and understand "the routine."
- 6. Using maxims of teaching Known to Unknown Simple to Complex Concrete to Abstract Analysis of synthesis Particular to General Empirical to Rational Induction to Deduction Psychological to Logical
- 7. Actual to Representative Near to Afar Whole to Part Definite to Indefinite
- 8. Role of parents in extrinsic motivation Provide a warm, accepting home environment Give clear directions and feedback Create a model for success Build on the student's strengths Relate schoolwork to the student's interests Help build a family structure that fosters consistent work towards the goal. Help the student to have some control over how and when he learns
- 9. Emphasize the child's progress rather than his or her performance in comparison to the other students in the class or family Remember to reinforce the behavior wanted Use reinforcers wisely intrinsic motivation works best Follow a child's interests, rather than spending time building elaborate reward systems