Transcript Motivation Unit 9

Motivation Unit 9
Video: Bob Sullo Motivating Students,
http://www.teachingenglish.org.uk/
talk/video-discussion/how-do-youmotivate-your-students
•Why people want to do something
•How long they want to do it for
•How hard they will work to achieve it
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TKT: How do we motivate learners?
 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?
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 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?
 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.
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• 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?




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We build rapport!
We evaluate together.
We build confidence!
We provide opportunities!
Intrinsic Motivation
The desire to learn comes from within.
Younger children and older students typically have more
intrinsic motivation.
learner autonomy
independence
self-confidence
Think and discuss:
What is the difference between intrinsic and extrinsic motivation?
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What motivates your students?
Task 4: Motivation Techniques
Factors which Affect Intrinsic Motivation
 Challenge: (personally meaningful goals )
 Control: learners like to control their learning.
 Fantasy: (imagination)
 Competition: (performance comparison)
 Cooperation: (group performance achievement)
 Recognition: (for accomplishments)
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Extrinsic motivation
When someone other than the learner provides the
motivation.
Positive Reinforcers (rewards)
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
Negative Reinforcers
Teachers and parents also use shouting, noise, extra
homework, punishments, no TV, no free time,
(avoidance behaviors)
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Behaviorists
 Pavlov: experiments with dogs and salivation as response to stimuli, classical
conditioning
 Thorndike: cats and puzzle boxes
 Skinner: operant conditioning, behavior analysis
BEHAVIOR MODIFICATION
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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
 Students learn from modelling what they see
 From the teacher.
 From other students,
 In group situations.
 From the media.
 Albert Bandura’s Bobo doll experiment
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See Albert Bandura video
What does this have to do with my class or teaching
situation? See video children see children do
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Humanism: Abraham Maslow
 Maslow’s Hierarchy of Needs.
Selfactualization
Being need
Growth needs
Need for self esteem
Deficiency needs
Need for belonging
See Maslow video
Need for Safety
Physiological needs (survivial)
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Attribution Theory
excuses, justifications and motivation
How people explain outcomes and behaviors.
External or situations
Internal or dispositional
Climatic conditions
How they feel
Noise level (environment)
Intelligence
Comfort
Self-efficacy: perception of ability
to reach a certain goal
Uniqueness
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Constructivists and L2 learning
 Piaget, physical maturation by stages
 Vygotsky, social interaction, zpd
 Bruner, discovery learning
 Krashen: comprehensible input
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Zone of Proximal development
 Through humans
 Through books
 Through art
 Through 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
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Krashen: Comprehensible Input
 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.”
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Motivational “Commandments”
 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.
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Motivated Students
 Persist at a task
 Come back to the task voluntarily
 Desire high levels of performance
 Vary from individual to individual and
task to task
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Unmotivated Students
 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
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Cambridge Task 1: Motivation
Factors which Affect Intrinsic Motivation
 Challenge: (personally meaningful goals )
 Control: learners like to control their learning.
 Fantasy: (imagination)
 Competition: (performance comparison)
 Cooperation: (group performance achievement)
 Recognition: (for accomplishments)
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Motivate your students!
 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
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Motivate!
 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.
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Motivate!
 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.
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Motivate!
 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.
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Motivate!
 Recognition
 Satisfaction from recognition of accomplishments.
 Recognition differs from competition in that it does not involve a
comparison with the performance of someone else.
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Don’t motivate, engage!
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Homework for Portfolio
 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.
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