Motivation Unit 9

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•Why people want to do something

•How long they want to do it for

•How hard they will work to achieve it

Video: Bob Sullo Motivating

Students,

http://www.teachingenglish.org.

uk/talk/video-discussion/how-

do-you-motivate-your-students

TKT: How do we motivate

learners?

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Listen to student feedback using a class suggestion box or short questionnaire.

Train students to use reference resources to help them study successfully on their own.

Think about how you tell students about their progress. How can you encourage or praise them?

A. encourage learner autonomy

B. find out what students think

C. make your feedback positive

D. build variety into your teaching

TKT: How do we motivate

learners?

3

Put students into new groups for different activities?

Give comments on students’ work which are helpful and enable them to feel progress.

Don’t always do the same things in the classroom. Try new routines.

• A. encourage learner autonomy

• B. find out what students think

• C. make your feedback positive

• D. build variety into your teaching

How do we build motivation?

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We build rapport!

We evaluate together.

We build confidence!

We provide opportunities!

Intrinsic Motivation

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The desire to learn comes from within.

Younger children and older students typically have more intrinsic motivation.

learner autonomy

independence

self-confidence

Think and discuss:

What is the difference between intrinsic and extrinsic motivation?

What motivates your students?Task 4: Motivation Techniques

Factors which Affect Intrinsic Motivation

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Challenge: (personally meaningful goals )

Control: learners like to control their learning.

Fantasy: (imagination)

Competition: (performance comparison)

Cooperation: (group performance achievement)

Recognition: (for accomplishments)

Extrinsic motivation

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When someone other than the learner

provides the motivation.

Teachers and parents also use shouting, noise,

extra homework, punishments, no TV, no free

time, (avoidance behaviors)

Parents give

money, privileges,

affection, time

together…

Teachers give

candy, praise, stars,

stickers, points and

happy dollars

(incentives)See Alfie Kohn video, Alfie Kohn bad news

Positive Reinforcers (rewards)

Negative Reinforcers

Behaviorists

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Pavlov: experiments with dogs and salivation as response to

stimuli, classical conditioning

Thorndike: cats and puzzle boxes

Skinner: operant conditioning, behavior analysis

BEHAVIOR MODIFICATION

As teachers we use behavior modification

techniques with young learners to form

study and social habits. In higher grades we

use grades as leverage. See grades have personalities video

Social Learning Theory

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Students learn from modelling what they see

From the teacher.

From other students,

In group situations.

From the media.

Albert Bandura’s Bobo doll experiment See Albert Bandura video

What does this have to do with my class or teaching

situation? See video children see children do

Humanism: Abraham Maslow

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Maslow’s Hierarchy of Needs.

Self-

actualization

Need for self esteem

Need for belonging

Need for Safety

Physiological needs (survivial)

Being need

Growth needs

Deficiency needs

See Maslow video

Attribution Theoryexcuses, justifications and motivation

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How people explain outcomes and behaviors.

External or

situations

Climatic conditions

Noise level (environment)

Comfort

Internal or

dispositional

How they feel

Intelligence

Self-efficacy: perception of

ability to reach a certain

goal

Uniqueness

Constructivists and L2

learning

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Piaget, physical maturation by stages

Vygotsky, social interaction, zpd

Bruner, discovery learning

Krashen: comprehensible input

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Zone of Proximal development

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Through humans

Through books

Through art

Through supplementary materials

With your group,

work out the best

option to work

together to create

a PPT on the topic

you have chosen

with your:

Learning Team

Charter

Krashen: Comprehensible Input

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According to Krashen and Terrell,

the foundation of the natural approach for Language

Learning has four principles:

(1) comprehension precedes production;

(2) production must be allowed to emerge in

variable stages;

(3) the course syllabus must be based on

communicative goals;

(4) the activities and classroom environment

must work together to produce a lowered

“affective filter.”

Motivational “Commandments”

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Be motivated as a teacher.

Provide a relaxed atmosphere.

Present a variety of tasks.

Establish a good relationship with students.

Increase learner’s self-confidence.

Personalize the learning process for individual

students.

Be aware of short and long term goals.

Motivated Students

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Persist at a taskCome back to the task voluntarilyDesire high levels of performanceVary from individual to individual

and task to task

Unmotivated Students

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Bored!!

They do not see the connection between the task/subject and real life.

Uninterested in the topic or task

Think the material or task is too hard

Think they lack the ability to perform, have little

confidence in their abilities

Afraid of evaluation and failure

Cambridge Task 1: Motivation

Factors which Affect Intrinsic Motivation

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Challenge: (personally meaningful goals )

Control: learners like to control their learning.

Fantasy: (imagination)

Competition: (performance comparison)

Cooperation: (group performance achievement)

Recognition: (for accomplishments)

Motivate your students!

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Challenge Have personally meaningful goals

Make attainment of goals probable but

uncertain.

Give enroute performance feedback.

Relate goals to learners' self esteem.

View module 7 Learning Strategies

Motivate!

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Control

Learners like to control their learning.

Relate activities to real life situations.

Allow for Fantasy

Touch learners’ inside where they dwell.

Make a game out of learning.

Use imagination.

Motivate!

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Competition (performance comparison)

Competition is more important for some people than

for others.

Losers may suffer more than the winners profit.

May reduce the urge to be helpful to other learners.

Have students compete against themselves to

gadge their progress.

Motivate!

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Cooperation and collaboration

(group performance achievement)

occurs naturally as well as artificially.

is more important for some people than for others.

is a useful real-life skill.

requires and develops interpersonal skills.

Motivate!

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Recognition

Satisfaction from recognition of accomplishments.

Recognition differs from competition in that it does not

involve a comparison with the performance of someone

else.

Don’t motivate, engage!

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