Motivate to learn
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The document discusses motivation and strategies to motivate students. It defines motivation and discusses intrinsic and extrinsic motivation. Both are useful for teaching and learning, especially language learning. Teachers can use positive feedback (extrinsic) while also making learning enjoyable (intrinsic). Effective strategies to motivate students include using engaging teaching techniques, making learning interesting and entertaining, conveying caring, helping students feel special and achieve their maximum potential, going beyond academics, discussing real-world topics, and providing tools for students' careers.
Motivate to learn
- 1. There are three things to remember about education. The first one is motivation. The second one is motivation. The third one is motivation. -Terrell H. Bell
- 3. Something that makes someone want to do something or that gives someone an idea about to do or create: a force or influence that inspires someone
- 4. a person, place, experience, etc., that makes someone to do or create something
- 6. Internal and external factors that stimulate desire and energy in people to be continually interestedand committed to a job, role or subject, or to make an effort to attaina goal.
- 7. Motivation is a need or desire that energizes behavior and directs it towards a goal.
- 8. It is common that three qualities are included in most definitions of motivation: it is presumed internal force, that energizes for action, and determines the direction of action.
- 9. The motivational process has been viewed as a decision-making process which takes place within the individual
- 10. Demotivated lose the game, unsuccessful in all walk of life
- 11. What are you? Motivated or Demotivated
- 12. What are the signs of your motivation or demotivation?
- 13. Why people are doing what they are doing?
- 14. Edward Lee Thorndike Trial and Error Theory
- 15. Abraham Maslow believed that man is inherently good and argued that individuals possess a constantly growing inner drive that has great potential.
- 16. What does attract you?
- 17. Do all the students need motivation?
- 18. God made man to go by motives, and he will not go without them anymore than a boat without steam, or a balloon without gas
- 19. With regards to students, very little if any learning can occur unless students are motivated on a consistent basis
- 20. From where the students get motivation?
- 22. Is there any role of school teacher in motivating students?
- 23. Are all the students in a classroom of one category, motivated or demotivated?
- 24. Some students are highly motivated and some are extremely demotivated and remaining are average.
- 25. Can you identify the motivated and demotivated students
- 26. Motivated Demotivated Sit in the front of class Last benchers Giving answers to the teacher Siting silent no hand raise Always complete the given tasks Sorry sir, I forgot to take the copy Listening to the teacher carefully Talking to friends while teaching Abiding the rules of classroom Noisy and disturbing Healthy, neat and clean Healthy but dirty and clumsy Simple in appearance Fashionable in dress and hairstyle Less participation in sports High participation in sports Punctual in arriving school Always seeks holidays Striving for higher ranks Careless about their results Show their progress reports to parents Hiding their results to parents No interest in cheating Always try to cheat
- 27. Three Factors Why some students are motivated to studies, while others are not: 1. The motivation to work varies widely in people. 2. Individual differences needs a variety of techniques in classroom 3. Untrained teachers’ behavior are not appropriate to all students
- 28. How are students motivated?
- 29. How many types of motivation?
- 31. Abraham Maslow (1970) claimed that intrinsic motivation is superior than extrinsic motivation. According to his hierarchy of needs, one is motivated to achieve his or her self- actualization where one realizes his fullest potential once he or she fulfills the basic needs, safety and communal needs as well as needs of esteem. So, one will strive to achieve his goal because of his own sake no matter what extrinsic rewards are present. Meanwhile, Jerome Bruner (1962) is praising the autonomy of "self-reward" which is the best way to help adults and children to free from the control of rewards and punishments.
- 32. Extrinsic motivation is also known as external motivation. Human beings are driven to act or behave by the anticipation of some rewards. Examples of external rewards are praises, grades and positive feedback as well as fear of punishments. As the result, it helps students to see the reasons on why they do something and its relevance on long term goals especially in learning English. However, extrinsic motivation also bring negative impacts to students which are (1) turns them to become dependent on short-term rewards, (2) train them into a bad habit of looking for teacher only when the rewards are present. SO, WHICH ONE IS THE BEST??? In my opinion, both intrinsic and extrinsic motivations are useful in teaching especially in the context of second language learning. This is because students need more support, encouragement and drive to initiate their interest in learning English. So, the teachers can use both motivations in classroom learning. Maybe teacher can give positive feedback (extrinsic) and at the same time, teach strategies to make learning enjoyable so that they are looking forward to learn for their own sake (intrinsic). So, here there are some suggestions :
- 33. Intrinsic motivation for students
- 34. InvolvementThe desire to be involved
- 35. Curiosity to find out more about their interests
- 36. Challenge Figuring out the complexity of a topic
- 37. Social interactions Creating social bonds
- 38. Extrinsic motivation for students
- 39. Compliance to meet other’s expectations, to do what one is told
- 40. Recognition to be publicly acknowledged
- 41. Competition to get some reward
- 42. Work avoidance avoid more work than necessary
- 43. When students are motivated
- 45. They begin working on tasks immediately
- 47. Desire to increase their power and prestige in the world.
- 48. Learning is a fun and exciting at least when the curriculum is well matched to students’ interests and abilities and the teacher emphasizes hands-on-activities
- 49. What is to be realize that success is not just a question of working hard; it’s also a question of working smart
- 51. Strategy is a way going about something to get the best result, the “edge.”
- 52. The real challenge is not learning it, but being willing to make it part of the way you think and act. It is a tough challenge, but I believe you’re up to it.
- 53. Strategies to be adapted Use inventive teaching techniques Make learning both interesting and entertaining Require significant effort both inside and outside the classroom Convey a real sense of caring to the students Make each student feel special Help students outside of the classroom and at odd hours Teach them how to use information to make proper decisions for real life Students need to know your are approachable Motivate them to achieve at their maximum level Instill a fire in your students Create a classroom environment where students are passionate about learning Go beyond the confines of the academic setting
- 54. Discuss contemporary topics Share personal relevant experiences Capture the interest of your students Be devoted to your students Learn students individual needs and respond appropriately Develop specialized assignments and schedules when needed Provide tools for their careers Promote practical work experience Foster relationship with local area professionals Each semester as the students to write down what future students should do in order to be successful in the course and put some of these on the next term’s syllabus