Motivation Techniques

Motivation Techniques is one of the topics in EDUC 104- Principles of Teaching I

1. MOTIVATION TECHNIQUES

2. Motivation It is a driving force that impels one to react. This energizes, directs and sustains student’s behavior . An invisible moving force that should be imposed by a committed teacher to his or her students to go beyond their limits. It does not happen by chance, and it does not occur at the click of the finger.

3. Intrinsic Motivation It is called internal motivation. It is a self-driven type motivation that lasts for a long time. It originates from the student’s inner selves or from factors inherent in the task being performed. A kind of motivation that must be developed among the learners.

4. Extrinsic Motivation It is called external motivation. It originates from the student’s learning environment or from factors external to the students and unrelated to the task at hand. This is not permanent, it needs some sort of continuous reinforcement in the form of a phrase or concrete rewards.

5. Cultivating Intrinsic Motivation It is a challenge to every teacher. The desire to learn is evident even when the going gets tough like when their grades are not what they expect to receive or the worst, praises are denied them. Their reasons for learning emanate from themselves, fueled by their desire to achieve and succeed in any tasks entrusted to them. Every teacher is enjoined to work toward his motivational prowess.

6. Cultivating Intrinsic Motivation The important thing is not so much that every child should be taught, as that every child should be given the wisdom to learn. (John Lubbock, 2009) A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. (Horace Mann) If you treat an individual as if he is what he ought to be and could be, he will become what he ought to be and could be. (Goethe)

7. Motivation Techniques G - Glow O - Observe D - Demonstrate E - Engage E - Embrace P - Provide L - Listen Y - Yield

8. Glow Don’t lose glow in your everyday teaching. Making yourself aglow with interest and joy helps students to be drawn you. Teacher who have frowning face is not pleasant to behold. Many students feel disappointed and demoralized when teachers cast a dagger look on them.

9. Observe Be very vigilant whether the students perform positively or negatively. If the students are performing well, recognized. If students commit mistakes, reprimand them. It is a matter of communicating them through constant observations of how they are performing. Knowledge of the students that they are observing will help the teacher prevent many conflicts and problems.

10. Demonstrate Teachers do not project an image of “inapproachability” due to his or her high standard of compelling the students to perform excellently. Students should be given the freedom to be themselves. Decision making should be the sole task of the teacher.

11. Embrace Every student should be embraced as your own despite their weakness and limitations. A negative remark on a student’s performance is a “sin” against motivation. “ It helps when students feel positively toward you. Communicate that you are and will help. Extend to the students the support necessary to succeed. Encourage learners by being patient yet determined for their success.” Cruickshank and companions (2009)

12. Engage Students should be involved in academic learning activities which they could respond to meaningfully and successfully. The construction of meaning to the activities is a motivating factor to be involved actively.

13. Praise A “sweet music” to a student’s ear is praise. Negative words spoken by the teacher are like sharp swords cutting through the heart of students. Once the students are hurt, a sort of unpleasant relationship between them and the teacher could possibly happen.

14. Listen Teacher should have an attractive gesture, it should be coupled with a desire to find out what a student is trying to drive at every time he or she called to recite or share in the class. Effective listening is synonymous with taking the students’ responses without interruption, displaying impatience or rushing the learner.

15. Yield This is synonymous with the objective acceptance of the students’ feedback or answers. Once in a while the teacher must learn how to give way to demands of the students. The wisdom of the young should not be underestimated.

16. ARCS It is mentioned by Keller (1987-1999) as cited by Robert Gagne and companions (2005). It is a model of motivational design where A is attention; R -relevance, C- confidence and S is satisfaction.

17. ARCS Model Categories and Subcategories Attention Perceptual arousal: Inquiry arousal: Variability: How can I do to capture their interest? How can I stimulate an attitude of inquiry? How can I use a variety of tactics to maintain their attention? Relevance Goal orientation: Motive matching: Familiarity: How can I best meet my learner’s needs? How and when can I provide my learners with appropriate choices, responsibilities, and influences? How can I tie the instruction to the learners’ experiences?

18. Confidence Learning requirements: Success opportunities: Personal control: How can I assist in building a positive expectation for success? How will the learning experience support or enhance the students’ beliefs in their competence? How will the learners clearly know their success is based upon their efforts and abilities? Satisfaction Intrinsic reinforcement: Extrinsic rewards: Equity: How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill? What will provide reinforcement to the learners’ success? How can I assist the students in anchoring a positive feeling about their accomplishments?

19. Steps in Motivational Design Motivational Design Steps Specifications 1. Obtain course information Couse description and rationale Setting and delivery system Instructor information 2. Obtain audience information Entry skill levels Attitudes toward school or work Attitudes toward course 3. Analyze audience Motivational profile Root causes Modifiable influences 4. Analyze existing materials Positive features Deficiencies or problems Related issues

20. 5. List objectives and assessments Motivational design goals Learner behaviors Confirmation methods 6. List potential tactics Brainstorm list of tactics Beginning, during and end throughout 7. Select and design tactics Integrated tactics Enhancement tactics Sustaining tactics 8. Integrate with instruction Combine designs Point of inclusions revisions to be made 9. Select and develop materials Select available materials Modify to the situation Develop new materials 10. Evaluate and revise Obtain student reactions Determine satisfaction level Revise if necessary

21. Motivational elements of the Go Deeply Model Elements and Sub-elements Meaningful Process Questions GLOW Consistency How do I know how well students learned? Interest What can I do to hold the students’ attention? Joy How can I make learning enjoyable? OBSERVE Focus What can I share to help them concentrate? Vigilance How can I assist them to be observant of unexpected events? Visibility How can I make my presence felt?

22. Elements and Sub-elements Meaningful Process Questions DEMONSTRATE Caution How will the learners be extra prudent in their judgement? Approachability What can I do to overcome their fears? Autonomy What will provide freedom to the learners’ interaction? ENGAGE Active participation How can I encourage them to interact well? Involvement What can I do to enhance their engagement? Collaboration How can I encourage the to share their ideas to others?

23. Elements and Sub-elements Meaningful Process Questions EMBRACE Acceptance What else can I do to improve that I am not biased? Positive approach How can I win their attention to share? Communication How can I encourage them to speak their mind? PRAISE Appreciation How can I best relay my joy in their accomplishment? Confirmation What can I do to sustain their involvement? Sincerity How will I encourage them to remove their bias feelings?

24. Elements and Sub-elements Meaningful Process Questions LISTEN Attentiveness What can I do to enhance their focus? Openness How will encourage them to be accommodating? Patience What will I provide to develop their control of anger over unresolved problem? YIELD Affirmation How will I refrain from habitual disagreement? Agreement What will I do to appreciate their negative comments? Alliance Is there a way to collaborative them?

25. THANK YOU FOR LISTENING