Motivation synchronous meeting 1 classroom skills
-
Upload
casa-thomas-jefferson -
Category
Education
-
view
165 -
download
1
Transcript of Motivation synchronous meeting 1 classroom skills
![Page 1: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/1.jpg)
MOTIVATIONClassroom Skills – Module 1
![Page 2: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/2.jpg)
What is motivation?What is motivation to learn?
![Page 3: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/3.jpg)
It is what ignites our desire to begin a task;
It helps us sustain the effort required to work towards and achieve our goals;
It is the process of generating actions, sustaining them, and regulating the activity;
It is the force or energy that results in engagement.
![Page 4: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/4.jpg)
Classification of MotivationExtrinsic
Intrinsic
![Page 5: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/5.jpg)
Extrinsic - comes from external sources such as receiving a reward or avoiding a punishment (prizes, grades, positive feedback).
Intrinsic - originates from within; leads students to do things because they find them enjoyable, interesting, or exciting (feelings of competence and self-determination).
![Page 6: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/6.jpg)
Which form of motivation is more powerful?
![Page 7: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/7.jpg)
Researchers and educators (Piaget, Krashen, Maslow, Bruner, Montessori, Steiner, Freire, Rogers) strongly favors intrinsic drives, especially for a long-term retention.
One of the principal weaknesses of extrinsically-driven behavior is its addictive nature.
![Page 8: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/8.jpg)
Can your English classroom become a place where extrinsic
elements are diverted into a more positive direction?
![Page 9: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/9.jpg)
school curriculum learner-centered, individualization
parental expectations family values
tests and exams self/peer-evaluation, portfolios
immediate gratification long-term goals, the big picture
competition cooperative learning, group work
never fail risk-taking, innovation, creativity
Extrinsic Intrinsic pressures innovations
![Page 10: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/10.jpg)
Motivation and theEFL Classroom
![Page 11: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/11.jpg)
- It takes time and effort to become proficient in the language.- Students will see positive effects from their efforts, such as enjoying the learning process, receiving constructive feedback and good grades, and improving their language abilities.- EFL students often have fewer opportunities than ESL students to use the language in a meaningful way.- The curriculum is rigid.- English language learning is not seen as interesting or relevant to the students’ needs.
![Page 12: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/12.jpg)
Now that you are more aware of
the factors that affect student
motivation, how can you
increase your students’
motivation levels to learn?
![Page 13: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/13.jpg)
Motivation SurveyStudent Interest Questionnaire
![Page 14: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/14.jpg)
Have you ever carried out a survey like this with your students?
![Page 15: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/15.jpg)
Lack of Motivation
![Page 16: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/16.jpg)
- lack of success over time/lack of perception of progress;
- uninspired teaching;
- boredom;
- lack of perceived and relevance of materials;
- lack of knowledge about the goals of the instructional program;
- lack of appropriate feedback.
David Nunan, 1999
![Page 17: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/17.jpg)
- attributions to intellect rather than effort;- emphasis on competition rather than collaboration;- no or few displays of student work;- no scaffolding for learning a new skill;- ineffective / negative feedback;- lack of connections;- too easy / too difficult tasks;- negative class atmosphere;- punitive classroom management;- slow pacing;- emphasis on finishing, not learning;- sparse, unattractive classroom;- poor planning.
Anita Woolfolk, 2007
![Page 18: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/18.jpg)
What other reasons for students to be
unmotivated can you think of?
![Page 19: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/19.jpg)
Motivational Strategies
![Page 20: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/20.jpg)
- messages of high expectations;- communication of the importance of the work;- clear goals and directions;- connections across the curriculum;- attributions to effort;- encouragement to risk-taking;- games and play to reinforce concept or review material;- home-school connections;- multiple representations of a task;- positive classroom mangement and praise;- stimulation of creative thought;- opportunities for choice;- value students- communicate caring
Anita Woolfolk, 2007
![Page 21: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/21.jpg)
- set a personal example with your own behavior;- develop a good relationship with the students;- increase the learners’ linguistic self-confidence;- make the language classes interesting;- promote learner autonomy;- personalize the learning process;- increase the learners’ goal-orientedness;- familiarize learners with the target culture;- create a pleasant relaxed atmosphere in the classroom;- present the tasks properly.
Zoltan Dornyei and Kata Czizer, 1998
![Page 22: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/22.jpg)
Motivation to Learn in SchoolSix areas where teachers make decisions that can influence student motivation to learn:T: taskA: autonomyR: recognitionG: groupingE: evaluationT: time
Carole Ames,1990
![Page 23: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/23.jpg)
Which of the strategies presented here do you normally use with your
groups?
![Page 24: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/24.jpg)
Maslow’s Hierarchy of Needs Theory
![Page 25: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/25.jpg)
Abraham Maslow, 1970
![Page 26: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/26.jpg)
Abraham Maslow, 1970
- be authentic;- become world citizens;- find their vocation and right mate;- know that life is precious;- be good and joyous in all kinds of situations;- learn from their inner nature;- see that basic needs are satisfied;- appreciate beauty and other good things in life;- understand that controls are good, and complete abandon is problematic;- transcend trivial problems;- try hard to deal with serious problems such as injustice, pain, suffering and death;- be given practice in making choices.
![Page 27: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/27.jpg)
Is your school environment meeting the needs of all
your students?
![Page 28: Motivation synchronous meeting 1 classroom skills](https://reader036.fdocuments.in/reader036/viewer/2022062900/58e88d281a28abf8658b5def/html5/thumbnails/28.jpg)
To Sum Up