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Human Environmental Factors

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1 views

Human Environmental Factors

Uploaded by

annielynaquino345
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Human Environmental

Factors Affecting
Motivation
Lesson Targets
Select and organize complex ideas,
01 concepts, and information to effectively
examine a given topic.

Develop the chosen topic with relevant facts,


02 extended definitions, concrete details, or
other supporting information.

Utilize precise language and appropriate


03 transitions to clarify relationships among
complex ideas and concepts.
Teacher’s
Affective
Studies suggest that Traits
management and
instructional processes are key to
facilitating learning but many interview
responses, like at the beginning of this
module, emphasize the teacher’s the
letter affective characteristics or social
and emotional behaviors, more than
pedagogical practice. Some of your
teachers were motivating and inspiring.
Others were not.
Researches cite the following affective characteristics
of effective teachers (James H. Stronge, 2002):
1. CARING
Specific attributes that show caring are:
• sympathetic listening to students not only about life
inside the classroom but more about students’ lives
• understanding of students’ questions and concerns
• knowing students individually, their likes and
dislikes, and
• personal situations affecting behavior and
performance
FAIRNESS AND RESPECT .2
:These are shown in specific behaviors like
• Treating students as people
• avoiding the use of ridicule and preventing
situations in which students lose respect in front
of their peers
• practicing gender, racial and ethnic fairness
• providing students with opportunities for them to
participate and to succeed
3. SOCIAL INTERACTIONS WITH STUDENTS
The specific behaviors of a facilitative social interaction
are:
consistently behaving in a friendly, personal manner
while maintaining professional distance with students
working with students not for the students
• interacting productively by giving students
responsibility and respect
• allowing students to participate in decision making
• willing to participate in class activities and
demonstrating a sense of fun
• having a sense of humor and is willing to share
jokes
4. ENTHUSIASM AND MOTIVATION FOR LEARNING
• encouraging students to be responsible for their own
learning
• maintaining an organized classroom environment
• setting high standards
• assigning appropriate challenges
• providing reinforcement and encouragement during
tasks
5. ATTITUDE TOWARD THE TEACHING PROFESSION
• having dual commitment to personal learning and to
students
• learning anchored on the belief that all students can
learn succeed by using differentiated instruction
• helping students working collaboratively with
colleagues and other staff
• serving as an example of a lifelong learner to his/her
students and colleagues
6. POSITIVE EXPECTATIONS OF STUDENTS
MANIFESTED IN:
• striving to make all students feel competent
• communicating positive expectations to students, i.e.,
they will be successful
• having high personal teaching efficacy shown in their
belief that they can cause all students to learn.
7. REFLECTIVE PRACTICE
• reviewing and thinking on his/her teaching process
• eliciting feedback from others in the interest of
teaching and learning
CLASSMATES – Bullying and the
Need to Belong
The need to belong is a basic human need.
Students who are accepted by teachers and
classmates feel they belong to the class.
Students who feel that they are part of the class
look forward to attending and participating in
class. The sense of belongingness enhances
their learning and performance. The prevalence
of bullying, however, obstructs the creation of a
learning community where everyone feel that
they belong. With bullying in schools, the
learning environment cannot be safe.
Parents as Part of the
Learners’ Human Learning
Environment

The learner spends at least six hours


in school. The rest, s/he spends at home.
Parents, therefore, are supposed to have
more opportunity to be with their children than
teachers. How many of our parents use this
opportunity to support their children in their
studies?
Parents who are supportive of their children’s learning are
observed to do the following:

Follow up status of their children’s performance Supervise their


children in their homework/project
Check their children’s notebooks
Review their children’s corrected seat works and test papers
Attend conferences for Parents, Teachers and Community
Association (PTCA)
Are willing to spend on children’s projects and to get involved in
school activities
Participate actively in school-community projects Confer with
their children’s teachers when necessary
Are aware of their children’s activities in school
Meet the friends of their children
• Invite their children’s friends at home
Thank you for
attentive
listening!

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