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MOTIVATION and EMOTIONS Ulla Salomäki, EBC, Erasmus+ IST Course on Action Methods Improving Motivation and Quality in the Learning Situations, PortugaL 5.-11.7.2015
Ulla Salomaki /EBC
Motivation
Lifelong Learning Programme (LLP)
Since Priorities of the 2007 General Call for Proposals (EAC/61/2006) has included:
Wishes the development of skills necessary to implement team-teaching and other collborative working methods
Wishes the development of in-service trainings designed to increase the pupils motivation, particularly for the pupils at the socio-economic disadvantage
Ulla Salomaki /EBC
Motivation - ANIMATION
Act of encouraging, motivation, involving, empowering and engaging real human beings.
The word derives from the Latin “anima” which means “life” or “soul” and thus stands literally for the act of giving life or spirit to someone or something or a state of being alive.
Ulla Salomaki /EBC
The Modern Theory of Motivation
By Edward L.Deci and Richard M.Ryan, University of Rochester
Motivation = intention oriented behaviour
Intentional behavior can be self determined or controlled
Ulla Salomaki /EBC
The needs that are in the basis of Self Motivation
and Personality integration
1) The needs for competence 2) The needs for relatedness 3) The needs for autonomy
Ulla Salomaki /EBC
What can I do to motivate my students to learn?
The tricks and recipes won’t work!
INSTEAD
Wide understanding of motivation, emotions and cognition
Ulla Salomaki /EBC
Exercise 1.
Peter (a pupil) comes to you and says:
” I don’t have time to do the homework.”
What do you assume?
How do you help Peter?
Ulla Salomaki /EBC
Actually Peter’s real problem is…
” Peter has created a mental block for studying because of the frequent happenings in the group work situation. He has not understood the task and the other pupils have said he is stupid and they don’t want him to be in the group.”
Ulla Salomaki /EBC
Our aim should be helping the other
At first we have to listen? ”Peter, tell me what has happened?”
* Pay attention to the emotional dynamics?
* Establishment of a trusting relationship
* Avoidance of interpretations
” I understand how you feel” ”I understand what you are going through.”
Ulla Salomaki /EBC
Time management
OR
Energy management
Ulla Salomaki /EBC
”Negtive emotions affect all our mental processes from the most elementary to the most complex intellectual and complex processes.”
Ulla Salomaki /EBC
Emotions
All the emotions are ok
All the behaviour is not ok
Thinking affect emotions and the emotions affect the thoughts
Ulla Salomaki /EBC
Exercices
1. List of emotions
2. Emotional story
3. Feeling dices
4. Feeling roles
Ulla Salomaki /EBC
Traffic lights of emotions
RED: red light is STOP! Come down, recognise your emotion ( anger, fear etc) but don’t react immediately. Don’t do anything until your strong emotion is over. Breath deep, drink a class of water, go out for a moment etc
YELLOW: yellow is WAIT! When your brains start working so that you can think something else but your feelings, wait and think. What are the different ways to behave in the situation? What could be the best option?
GREEN: green is ACT! Only when you have had time to think in peace, choose the best way to act and try it. Ulla Salomaki /EBC
Integration of emotional competencies in the learning process by Chabot and Chabot
Managing the emotions that are harmful to
the learning process
Stimulating the emotions that
are favourable to the learning
process
To feel good during the
learning process
To really feel the class subject
being learned Personal profiles
Ulla Salomaki /EBC
Positive effects of an empathetic and compasionate teacher on a student Positive effects of empathy Description
Favors academic success Empathetic teachers contrubute to the students’ academic success
Stimulates the brain and favors positive emotions
Empathetic individuals show an increase in the activity of the left prefontal lobe
Improves communication Empathetic individuals have no problem getting along with people from different backgrounds or from different cultures
Improves the resolution of conflicts Empathetic partners are more able to detect the other’s emotional signs and thus, can intervene more efficiently in their relationships
Improves the quality of relationships Partners feel better understood and receive better assistance from their partner when h/she is more empathetic
Improves the understanding of others’ needs and difficulties
Empathetic people are better able to seize others’ difficulties and problems and can provide better assistance.
Ulla Salomaki /EBC
Four main ideas to be taught to children and young people:
Feelings are important signals They can arise from inside our body or they can come from outside as a signal from someone else, and they provide very important information All feelings are okay – behaviour can be okay or not okay
To separate feelings from the behaviour What kinds of behaviours are okay or not okay Feelings are just part of us – they arise and we need to look at them
Ulla Salomaki /EBC
You can not think until you are calm Child must calm down first to see clearly what’s happening and then see what to do about it What action should be taken about the emotion? Decreasing the intensity of the emotion
Treat others the way you want to be treated To invoke taking the perspective of others
These four fundamental guidelines are repeated over and over
again. Mark Greenberg in Daniel Goleman’s Destructive Emotions and
How We Can Overcome Them. 2003:263-265
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What Decreases Motivation?
Control oriented learning environments
Prolonged stress and tension
Too challenging tasks
Too easy tasks
Belittling, humiliation and unfair treatment
Continuous competition
Ulla Salomaki /EBC
How to Increase Motivation
Increase pupils autonomy
Give possibilities for participation in school
Create informal learning environment and use exciting environments
Pay attention to the things the pupils are naturally interested in and to their natural competences
Give positive feedback when the pupils are motivated intrinsically
Ulla Salomaki /EBC
” Feelings don’t kill” BUT
”If you don’t feel you might kill”
Ulla Salomaki /EBC
References
Chabot,D and Chabot M (2004) Emotional Pedagogy, To feel in order to learn, Trafford Publishing, Canada
Deci,E.L, and Ryan, R.M (2000) Self-Determination Theory and the Faclitation of Intrinsic Motivation, Social Development and Well-Being, American Psychologist, VOL.55.No 1
Sansone, C & Harakiewicz,J.M, eds. (2000) Intrinsic and Extrinsic Motivation. The Search for Optimal Motivation and Performance, Academic Press
Ulla Salomaki /EBC