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Motivation in Teaching and in Learning

A report for St. Anthony Academy of Quezon City

Teachers

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Activity! Guess the lucky number

1. Group yourselves into three

2. Ask for their nicknames and get the first letter of each person

3. Convert the alphabet into corresponding numbers

1. Ex. A=1, B=2, Z=26

4. Convert the letter into the equivalent number/s

5. Ask them if this one of the numbers is their lucky number

6. Note if yes or no.

You only have 1 minute to do this!

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What is Motivation?

• Taken from the book Learning to Teach:

– It is a process or behaviors that initiate, direct and sustain goal-oriented behavior.

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Through Motivation

• The personal desire of the student must be directed to the successful attempt to learn.

• Learners must be encouraged to take risks.

• They must also understand that “not getting it the first time” is a part of succeeding.

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“Do not train children to learn by force and harshness but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy

the peculiar bent of the genius of each.”

- Plato

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Types of Motivation

• Internal Motivation

• External Motivation

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Types of Motivation

• Internal (Intrinsic) Motivation • Is fueled by curiosity, the desire for mastery,

success, a sense of accomplishment, confidence in ability .

• A sense of ownership and other factors within us.

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Types of Motivation

• Internal (Intrinsic) Motivation • Expresses the love of learning for learning

sake.

– This is a quality many students lose by the time they

reach upper elementary grades.

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Unfortunately, both successful and failing students lose track

at some point.

• They stop being curious and lose their theoretical abilities due to the following misconceptions about school:

– It is a place for them to find out what someone else wants from you.

– A place where to appear (stand-out) and conform only.

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Types of Motivation

• Internal (Intrinsic) Motivation • Example:

– One way to cultivate internal motivation is to teach students to recognize the relationship between effort and outcome. Just spell it out and model the effort outcome link in your own actions. Don’t assume students already understand the relationship.

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Types of Motivation

• External (Extrinsic) Motivation • It is suggested that external motivation be

used instead as a means to help students develop internal motivation to learn and behave instead of the end.

• The most important role then is to make students aware of the powerful social reinforcement given to those who try hard, learn and succeed.

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Types of Motivation

• External (Extrinsic) Motivation

– External rewards result from completing an activity or behaving in a certain way.

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Types of Motivation

• External (Extrinsic) Motivation • Examples: good grades, teacher or parents

praise, extra privileges or free time, public recognition, competition, even material goods such as stickers or candy.

• Note: These expected or relied on rewards by many students get in the way of real learning.

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Less of the External and more of the Internal Motivation

• Kids deserve an engaging curriculum and a caring atmosphere so they can act on their natural desire to find out about stuff.

• No kid deserves to be manipulated with externals so as to comply with what someone else wants.

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Passion for Learning

• Is not something you instill upon

• It is something you have to keep from extinguishing

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5 ways that teachers unintentionally discourage students

• Setting overambitious expectations or standards that overwhelm students

• Focusing on mistakes to motivate

• Comparing one student to another

• Making pessimistic interpretations

• Dominating students learning experiences by helping too much

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Teachers need to model passion for learning

because… • …their own interest in

what they teach is not enough

• …they must also be intellectually curious about the world around them.

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Properly structured learning experiences foster learning naturally

• This way, the teacher will: – Provide them with opportunities to learn.

– Help them see the connection between schoolwork and their lives

– Allow them ownership of their own learning and accomplishments

– Account for individual styles and preferences.

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Motivation Strategies that Work (In a nutshell)

The strategies presented here assume a certain philosophy of education: that a teacher’s

most important job is teaching students how to learn and how to become independent

thinkers.

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Motivation Strategies that Work (In a nutshell)

• Organizing Instruction into integrated thematic skills

• Using cooperative learning and group approaches

• Recognizing and teaching to multiple intelligences

• Accommodating individual learning styles

• Stressing thinking skills over plain memorization

• Harnessing the power of technology

• Practicing authentic assessment of students learning

• Praising and encouraging students effectively

• Motivating students to value learning

• Acknowledging the importance of active teaching, engaged time and academic learning time

• Using wise grouping practices

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Children need activity

• Children need to be physically active in the classroom and that children retain knowledge longer if they connect physically and emotionally to the material.

• This also gives students a multisensory, multidimensional mental model that’s easier to retain and retrieve.

• They experience the material more thoroughly.

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A Teacher Succeeds when…

• …the interests and curiosity of the student is fully maximized to boost their

effort to develop their model for learning processes.

• …the successful student shares new knowledge with others.

• …the successful student inspires others by example.

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The primary goal of schooling is intellectual, not academic.

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Intellectual vs. Academic

• Academic has to do with what people study.

• Intellectual means using your mind.

Fostering the intellect means helping students develop their

capacity to play with ideas and to take ideas seriously.

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Goal Summary

The goal of

schooling is to develop the

capabilities for intellectual

behavior, rather than turn it off.