DEVELOPING, MONITORING

AND MAINTAINING

PRODUCTIVE STUDENT BEHAVIOURS

PREPARED BY: AMIROL ASRAF BIN ZAINOL

JOESEPH HO ZU XU

DEFINITION OF PRODUCTIVE

• According to Oxford Advanced Learner’s Dictionary, productive means doing or achieving a lot.

• This means students are able to achieve desired learning objectives.

• Wentzel (2002) define productive pupil behaviour is the absence of disruptive action.

• Positive actions prompted by empathy, moral values, sense of responsibility, cooperative, respect for others and compliant.

PRODUCTIVE PUPIL BEHAVIOUR

• Make job of teaching less stressful.

• Students focus in teaching.

• Increase pupil’s academic success.

DEVELOPING, MONITORING AND MAINTAINING PRODUCTIVE PUPIL BEHAVIOUR - MOTIVATION

• Intrinsic motivation

• Extrinsic motivation

• According to Lenin and Nolan (1991), motivation is an inner drive that steer

students in particular directions and be persistent in trying to achieve the

goals or completing the task successfully.

• Motivation can be influenced by beliefs, interests and attitudes.

POSITIVELY MOTIVATED STUDENTS

• Pay attention to lesson

• Involve actively in lesson

• Direct energy to the learning tasks

• Believe themselves in possessing the ability and confidence to succeed.

NOT MOTIVATED STUDENTS

• Do enough to avoid failure

• Little confidence

• Expectation of succeeding in the task is low

• Low interest in the lesson

TYPES OF MOTIVATION

• INTRINSIC MOTIVATION

• EXTRINSIC MOTIVATION

STUDENTS WITH INTRINSIC MOTIVATION

• Perform for their own sake to experience self satisfaction.

• Work on academic tasks as they find them enjoyable and interesting.

• Don’t rely on explicit rewards or recognition.

• Task participation can be their rewards.

• They can evaluate their own progress using their own criteria.

STUDENTS WITH EXTRINSIC MOTIVATION

• Perform to receive extrinsic rewards recognition.

• Rely solely on desirable results

• Receiving good grades

• Special privileges in the classroom

• Presence of extrinsic and intrinsic motivation.

(Hidi & Jarackiewixz,2000; Schunk at al, 2008)

WAYS TO MOTIVATE STUDENTS (NOLAN & LEVIN, 1991)

• Pupil interest

• Pupil needs

• Success

• Variety and novelty

• Tension

• Feeling tone

• Feedback

ENCOURAGEMENT

• Comments that shows acceptance, emphasizes effort and improvement, appreciates contributions, gets one to evaluate his/her own performance, and instils faith and confidence. (Adler, 1946; p. 509)

• Focus on individual’s potential and ability.

• Psychologically healthy approach that stimulate positive behaviour.

FUNCTION OF ENCOURAGEMENT

• Enhance self-esteem, self-confidence and self-worth.

• Inspires students with confidence as it makes students aware of their own strengths.

• Stimulates motivation. (intrinsic motivation)

WAYS TO ENCOURAGE STUDENTS

• Focuses on what the pupils do

• Highlighting their capabilities, contributions and efforts.

CONSIDERATIONS WHEN USING ENCOURAGEMENT

• Kelly and Chick (1982) propose Adlerian approach to use encouragement in helping pupils to accept their own basic worth as a given and to stimulate pupils to evaluate the value of their own behaviour as well as take greater responsibility for their own actions.

• Value pupils as they are

• Use words that build self-esteem

• Plan for experiences that create success

• Demonstrate genuineness to pupils

• Recognize pupils’ effort

• Aboid emphasis on liabilities

• Show appreciation for pupils’ cooperation

CRITICISM

• Making comment about performance or behaviour.

• Can be presented in positive or negative tone.

• Destructive Criticism highlights shortcomings, limitations and focuses on past wrongdoings.

• Constructive Criticism acts as catalyst for growth and change which leads to reassessment of task performance.

EFFECT OF CRITICISM

• Destructive criticism focuses on individual’s inadequacies and it can erode self-esteem and self-efficacy. (Baron, 1988)

• Constructive Criticism helps individuals to recognize or interpret ways to improve past performance or future attempts.

REACTION AFTER CRITICISM

• Same criticism can appear as destructive criticism on A but may appear as constructive criticism on B.

• It depends on the sociocognitive maturity and understanding. (Cutting & Dunn,2002)

• Well social cognition help children to deal with criticism.

• Rationalize teacher’s criticism.

• Promote learning and improvement.