Motivation Unit 9 1 Why people want to do something How long they want to do it for How hard they...

Motivation Unit 9

1

•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?

2

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?

4

We build rapport!We evaluate together.We build confidence!We provide opportunities!

Intrinsic Motivation

5

The desire to learn comes from within.Younger children and older students typically have more intrinsic motivation.

learner autonomyindependenceself-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

6

 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

7

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

8

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

9

Students learn from modelling what they seeFrom 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

10

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

11

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

12

Piaget, physical maturation by stagesVygotsky, social interaction, zpdBruner, discovery learningKrashen: comprehensible input

13

Zone of Proximal development

14

Through humansThrough booksThrough artThrough 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

15

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”

16

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

17

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

Unmotivated Students

18

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

19

 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!

20

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!

21

 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!

22

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!

23

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!

24

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!

25

Homework for Portfolio

26

From Unit 9:Observe a different

teacher’s class (any subject), an online EFL or ESL class and with your own. Represent them in a three-circle Venn diagram and a reflection paragraph in your blog. Do the follow up and discovery activities as usual.