BY: MILTON MORALESJHON FREFERNEY DY ESPINOZA

DIANA MARCEL;A MURCIA.Licenciatura en inglésUniversidad de la Amazonia

motivation

Motivation is the principal factor that drives a person to do something.

Motivate means to provide with a need or desire that causes a person to act.

Motivation is also defined as the impetus to create and sustain intentions and goal-seeking acts.

WHAT IS MOTIVATION?

Sts get to participate in classroom.

Motivation in students makes all the difference in the world.

Students who are motivated by their teachers reach the heights levels of excellence in school .

WHY MOTIVATION IS IMPORTANT IN TEACHING

Students demonstrate a better attitude towards schoolwork and learning when they are motivated.

When the students are motivated, the teacher will view the students and her job with a more positive outlook which will lead to better teaching.

THE IMPORTANCE OF MOTIVATION IN TEACHING & LEARNING PROCESS

Sources of Motivation

Power motivationAttitude motivationIncentives motivationFear motivationCompetence motivationAffiliation motivationAchieve motivation

TIPES OF MOTIVATION

One of the most important effects of motivating students is the use of a positive classroom behavior.

A motivate educator will spend most of his energy pointing out the positive behaviors, rather than negative behavior.

POSITIVE CLASSROOM BEHAVIOR SYSTEM

/external

elicited by stimulus associated/ connected to innately connected stimulus

obtain desired, pleasant consequences (rewards) or escape/avoid undesired, unpleasant consequences

imitate positive models

Sources of Motivational Needs

Affective

increase/decrease affective dissonance

(inconsistency)

increase feeling good

decrease feeling bad

increase security of or decrease threats to self-esteem

maintain levels of optimism and enthusiasm

cognitive

maintain attention to something interesting or threatening

develop meaning or understanding

increase/decrease cognitive disequilibrium; uncertainty

solve a problem or make a decision

figure something out

eliminate threat or risk

conative

meet individually developed/selected goal

obtain personal dream

take control of one's life

eliminate threats to meeting goal, obtaining dream

reduce others' control of one's life

Sources of Motivational Needs

Intrinsic MotivationIt refers to motivation that comes from inside

an individual.

This motivation does not need to have compensation at the end of a performed activity.

The person who is intrinsically motivated will carry out a task just because he likes and enjoys what he is doing.

KINDS OF MOTIVATION

Extrinsic motivation refers to motivation that comes from outside an individual.

Rewards such as money or grades provide satisfaction and pleasure that the task itself may not provide.

Extrinsic motivation is when someone is motivated by external factors.

Extrinsic Motivation

The teacher may be use a student such a monitor for performance in order to determine who need extra help.

Involves clearly specifying the level of the student to be able to use oral language .

setting standars

Self assessment Holistic oral language scoring rubrics.

Description.

Communicative way.

Speaks native fluency.

Using conversation with many details.

Retells a story and experience .

Communicative for survival needs.

Preparing for oral language.

The student with a monitor need to improve their necessities.

St can be involved in for assessment.

Involving students

Speaking communicative in a social and class.

Fluency speak fluency.

Structure variety grammatical structures.

Vocabulary uses a extensive vocavulary.

Listening understands classroom discussion with

Holistic oral language

Involves instructional

activities that can also used for assessment.

Use in a context

developing the ability to communicate also hearing, taking notes,

Doing a map or answer questions.

Such a task without

frustrate some students

Selecting assessment activities

Self assessment

of academic language functions

of Self assessment communica

tion strategies

in oral language.

Peer feedback

from explainin

g a process

Using Self assessment

Static relationship correspond to an increase in difficult levels using daily classroom activities.

The important is give St continued opportunities before using assessment.

Use a wide variety f assessment activities as possible using authentic and reliable.

Brown and yule

Oral language assessment activity matrix

Assessment activity using a format Level, preparation, functions.

Self assessment of speaking abilityAn x on each line to Show how much you agree or disagree Use English to talk with…..

Self essessment of participation in groups Describes your response and

add comments Task using adverbs of frequency

Self evaluation

Preparation of tasks taking form of discussion or conversation according the levels and context using the culture

Can the learners

Use courtesy formulas

Ask for simple questions

Describe events

Produce a smooth stream of speech

Oral interviews

It is appropriate to use in different levels

Beginners and intermediate levels

Getting a variety of pictures or photographs

Student can describe or tell story about pictures

Student organize the pictures according the time age and culture in order to make the activity

Picture-cued description of stories

Use of radio program, news, music and

commercials develop in oral language in authentic

context.

appropiate for listening gist, for spesific information, for

description, for direcions and summarizing

For news the student predict what is going to happen in next situation

Radio broadcast used as essessment

Use of short videotaped or video clips.

Spend hour watching tv

It can use individual, by groups or whole the class.

Use to stimulate the children about culture

Video clips