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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
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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
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.