6. to engage in an activity?
Think of something you do—what do YOU GET OUT OF IT???
How many things do you do that aren’t fun or that aren’t beneficial?
7. Motivation is simply ...
MOTIVATION
The reason for an action IS YOUR
Motivation is “WHAT DRIVES ”WHY”
YOU” to behave in a certain way
or to take a particular action.
Step One – decide what you want.
Step Two – Think about WHY you want it.
8. Definition
Internal and external factors that stimulate
desire and energy in people to be continually
interested / committed to a job, role, or subject,
and to exert persistent effort in attaining a goal.
Motive + Action An internal drive that activates
behavior and gives it direction.
Motivation is present in every life function. Simple acts such as eating are motivated by hunger. Education is motivated by
desire for knowledge. Motivators can be anything from reward to coercion.
9. It is impossible for any individual, or for that matter, any team or group of people, to be motivated
without a clear and specific goal.
In fact many people wake up in the
Motivation is about morning and their first reaction is one
striving towards the future of surprise – that they have survived
the night!
and without a goal,
there is no purpose.
Goals turn expectations from ideas into
reality. Knowing what he is expected to
do will help your child accomplish little
unless he has a plan for how to do it.
Develop some ways to help your child
set meaningful goals:
10. Everybody can be motivated.
They may have the fuse
but we don’t know at what point it will ignite.
Every one of us does have a fuse, and an
effective motivational teacher can try many
ways to spark somebody into a more
motivated mode of behaviour.
12. Maslow's Hierarchy of Needs by Abraham Maslow
If "deficiency needs" are not met, the individual feels anxious and tense.
The most basic level of needs must be met before the secondary or higher
level needs.
Maslow also coined the term Metamotivation to describe the motivation of people who go beyond the scope of the
basic needs and strive for constant betterment. Metamotivated people are driven by B-needs (Being Needs), instead
of deficiency needs (D-Needs).
Confidence, Achievements, Freedom, Creativity,
Problem solving, Acceptance of facts
Fame, Recognition, Reputation, Dignity
Friendship, Family, etc
Security of: Body, Employment, Resources,
Morality, Family, Health, Property
Air, Food, Water, Sleep,
Homeostasis, Excretion
Maslow's theory was fully expressed in his book “Motivation and Personality” (1954)
13. Keller (1987) offers a very practical model of learner motivation termed the
ARCS model. The 4 components model are….
Gaining and keeping the learner's attention, Keller's strategies for attention include sensory
Attention stimuli, inquiry arousal (thought provoking questions), and variability (variance in exercises
and use of media)
Establish relevance in order to increase a learner’s
motivation. To do this, use concrete language and
Relevance examples with which the learners are familiar and are
motive matching.
Learners will only start to put energy into an activity if
they feel there’s a good chance that this energy will
Confidence bring reward. They need confidence in your method
and in their own ability to take advantage of this.
Appropriate acknowledgment of instructional content and developing the desire to continue the
Satisfaction pursuit of similar goals. Providing extrinsic rewards for progress and reinforcing students’ intrinsic
feelings of pride will also strengthen learner satisfaction.
14. 1
Kinds of Motivation
Extrinsic motivation is what
we are most familiar with in
Extrinsic motivation occurs when education;
the source for motivation comes For instance, teachers motivate
students to come to class regularly and
from outside the person. join in discussions through the use of
participation grades.
When used wisely and thoughtfully,
extrinsic motivation can be quite
helpful in student learning.
•Tangible benefits: Monetary reward or a prize.
•Intangible benefits: Adoration, recognition, praise. We can use extrinsic motivation if
we know what motivates students. For
example, many students are concerned
about their grades, either because of a
desire to continue on in school or due
to pressure from their parents, and
they will do what it takes to earn good
grades. So, if we know that grades are
important, we can use tests and papers
to motivate students to build the skills
and knowledge we expect them to
have.
15. 2
Kinds of Motivation
Intrinsic motivation is internal. It
occurs when people are compelled to
do something out of pleasure,
Intrinsic motivation occurs importance, or desire.
when the source of
Intrinsically motivated learners want to
motivation comes from learn because they are curious, they
within the individual. want to improve, they seek knowledge,
and learning gives them satisfaction.
The individual sees the task as Intrinsic motivation encourages us to
continue learning regardless of
enjoyable and worthwhile. rewards.
If you are desirous of mastering public
speaking for the sake of mastery and
Example: HOBBIES not any reward, you have experienced
intrinsic motivation.
In addition to forces that produce an actuation, there is a need to have the ability to fulfill the motivation.
For example, a paraplegic may have the desire to get out of a wheelchair and walk, but lacks the ability.
16. Part of the teachers job is
to provide an environment
that is motivationally
charged.
A teacher that implements motivational techniques
will see an increased participation, effort, and higher
grades. This environment accounts for students who
lack their own internal motivation.
17.
18.
19. Teaching students is not exactly easy.
Motivating students is even more difficult
Understand why
motivating students
is such a challenge
Because of overwhelming input of stimulus and influence, kids struggle to find their own identity.
The thing about students is that they are exposed to so many different people acting as 'teachers' in their lives. Everyone and
everything is at this point, trying extremely hard to stimulate these kids, make them think, make them work and make them into
people the world can be proud of.
Students tend to deal with the constant environmental
pressure by adopting one important policy: "I will only
allow you to influence me if you prove to me
that you're worth it".
20. What’s important? What motivates?
– Friends – Fun activities
– Lunch – Competition
– Socializing – Being with friends
– Sports – If the subject is interesting
– How they look in front of – If the topic is relevant
their peers – Getting good grades
– Extracurricular activities
Did your group come
up with answers like
these?
21.
22. A. Pursue and discuss your own individual interests.
B. Talk about intrinsic motives.
C. Provide a novel and varied home environment
D. Provide experiences in which children may have
an effect on their environments
E. Provide environments that are responsive to a
child’s actions
F. Respond positively to children’s questions while
still encouraging children to seek their own
solutioins
G. Reward children often with praise, which gives
them a feeling of competence
H. Relate units of study to the students’ lives.
23. How can –Build relationships to show that they are valued and respected.
Teachers – Recognising that some students are ‘under pressure’ and require pastoral support;
Motivate – Helping develop and clarify the boys’ career ambitions;
– Establishing routines to help the boys work consistently over time;
Less – Developing tasks that require thinking rather than copying;
Motivated – Using examples to which boys can relate;
Boys? – Using humour.
24. • “When you have finished your dance
lessons, you can have your ice cream.”
25. Appropriate Praise
Praise students appropriately. If you are struggling to
motivate a child, be careful to not praise him for a
non-achievement. Praise him for a job well done.
Rewards and praise should not be handed out left
and right, instead, they should be selective and
appropriate in order to motivate your students.
Public Praise
Make a habit of publicly praising students for achievement.
You can even go as far as to create a certificate of
achievement, have the student stand to receive the
certificate and send it home for the child's parents to
display on the refrigerator.
26. Tips for Teachers Tips for Teachers
We have to be Motivated to Motivate Give students feedback as quickly as
It is impossible to motivate another person if possible
you yourself are not motivated. If you want to Return tests and papers promptly, and
motivate another person, you have to be reward success publicly and immediately.
motivated yourself. Give students some indication of how well
they have done and how to improve.
Rewards can be as simple as saying a
Strengthen students' Self-motivation student's response was good, with an
Avoid messages that reinforce your power as indication of why it was good, or mentioning
an instructor or that emphasize extrinsic the names of contributors: "Cherry's point
rewards. Instead of saying, "I require," "you about pollution really synthesized the ideas
must," or "you should," stress "I think you will we had been discussing."
find. . . " or "I will be interested in your Reward success
reaction."
Both positive and negative comments
influence motivation, but research
consistently indicates that students are
more affected by positive feedback and
success. Praise builds students' self-
confidence, competence, and self-esteem.
Recognize sincere efforts even if the
product is less than stellar. If a student's
performance is weak, let the student know
that you believe he or she can improve and
succeed over time.
Pg 01 Pg 02
27. Tips for Teachers Tips for Teachers
Tell students what they need to do Show your students that you Care
to succeed in your course them
Don't let your students struggle to figure out Students respond with interest and
what is expected of them. Reassure students motivation to teachers who appear to be
that they can do well in your course, and tell human and caring. Teachers can help produce
them exactly what they must do to succeed. these feelings by sharing parts of themselves
Say something to the effect that "If you can with students, especially little stories of
handle the examples on these problem problems and mistakes they made, either as
sheets, you can pass the exam. People who children or even recently. Such personalizing
have trouble with these examples can ask me of the student/teacher relationship helps
for extra help." Or instead of saying, "You're students see teachers as approachable human
way behind," tell the student, "Here is one beings and not as aloof authority figures.
way you could go about learning the material.
How can I help you?"
Show that you
Be specific when giving negative care about your
students by
feedback asking about
Negative feedback is very powerful and can their concerns
lead to a negative class atmosphere. Whenever and goals. What
you identify a student's weakness, make it do they plan to
clear that your comments relate to a particular do in the future?
task or performance, not to the student as a What things do
person. Try to cushion negative comments with they like?
a compliment about aspects of the task in
which the student succeeded.
Pg 03 Pg 04
28. Tips for Teachers Tips for Teachers
Hold high but realistic expectations Avoid creating intense competition
for your students among students
Competition produces anxiety, which can
Research has interfere with learning. Students are more
shown that a attentive, display better comprehension,
teacher's produce more work, and are more favorable
expectations have a to the teaching method when they work
powerful effect on cooperatively in groups rather than compete
a student's as individuals. Refrain from public criticisms
performance. If you of students' performance and from
act as though you expect your students to be comments or activities that pit students
motivated, hardworking, and interested in the against each other.
course, they are more likely to be so. Set
realistic expectations for students when you Work from students' strengths and
make assignments, give presentations, interests
conduct discussions, and grade examinations.
Find out why students are enrolled in your
"Realistic" in this context means that your
course, how they feel about the subject
standards are high enough to motivate
matter, and what their expectations are.
students to do their best work but not so high
Then try to devise examples, case studies,
that students will inevitably be frustrated in
or assignments that relate the course
trying to meet those expectations. To develop
content to students' interests and
the drive to achieve, students need to believe
experiences. Explain how the content and
that achievement is possible -which means
objectives of your course will help students
that you need to provide early opportunities
achieve their educational, professional, or
for success
personal goals
Pg 05 Pg 06
29. Tips for Teachers Tips for Teachers
Help students set achievable goals Introduce students to the good work
for themselves done by their peers
Share the ideas, knowledge, and
Failure to attain accomplishments of individual students with
unrealistic goals can the class as a whole: Pass out a list of
disappoint and research topics chosen by students so they
frustrate students. will know whether others are writing papers
Encourage students of interest to them. Make available copies of
to focus on their the best papers and essay exams. Provide
continued improvement, not just on their grade class time for students to read papers or
on any one test or assignment. Help students assignments submitted by classmates. Have
evaluate their progress by encouraging them to students write a brief critique of a
critique their own work, analyze their strengths, classmate's paper. Schedule a brief talk by a
and work on their weaknesses. For example, student who has experience or who is doing
consider asking students to submit self- a research paper on a topic relevant to your
evaluation forms with one or two assignments lecture.
Vary your teaching methods
Variety reawakens students' involvement in the
course and their motivation. Break the routine
by incorporating a variety of teaching activities
and methods in your course: role playing,
debates, brainstorming, discussion,
demonstrations, case studies, audiovisual
presentations, guest speakers, or small group
work.
Pg 07 Pg 08
33. Einstein Had Speech Difficulty as a Child
Einstein Failed his University Entrance Exam
Source: http://oaks.nvg.org
But he changed the world…………
as he grown up
