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The Role of Motivation in the Teaching-Learning ProcessBy: JONALYN M. SHENTON

What is motivation?Motivation is a process in which the individuals attention and interest are aroused and directed toward definite goals.

Pique: aroused somebodys interestIncite: stir up feeling in or provoke action of somebodyPursue: follow something or route or direction : strive for somethingInduce: persuade somebody to do something Propel: push somebody in something interestedImpel: cause to move/force to doProvoke: stir somebody to an emotion or response

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Motive: a reason for doing something:something (as a need or desire) that causes a person to act

Motivation is used in Psychology as education to boost and direct student behavior. It points students in the right direction and attempts to keep them going in that direction. Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.

Direct activities toward the achievement of a goalControls and directs human behaviorInculcates spiritual and moral values in the minds of the youngGives satisfaction and happiness to the individual

IMPORTANCE OF MOTIVATION

"The teacher has to have the energy of the hottest volcano, the memory of anelephant, and the diplomacy of an ambassador Escalante, Jaime : The Best Teacher in America(1998)

Motivation: A Key to Effective Teaching Since motivation play an important role in teaching, it is important for teachers to become familiar with various aspects of motivation.

Motivation Through Teacher PersonalityMotivation Through Interaction and Worthwhile TasksMotivation Due to Environment

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Personality is what we perceive in our minds. What is inside, the thought, or the conflict inside contribute greatly to our physical appearance. Theres a certain image that we hold on ourselves, that is what we projected outside. Personality is what you are and your identity

Motivation: A Key to Effective Teaching Motivation Through Teacher PersonalityVarious characteristics of teachers are perceived as important for motivating students to learn."Student perceptions of whether the teacher cares for them have meaningful effects on their performance and behavior" several studies and sources that indicate the importance of caring in a teacher who motivates students to learn.While love and caring seem to be the most important characteristics for a teacher to exhibit, some writers also include humor and high expectations of students.

Weaver and Cotrell (1987) established a ten-step, systematic sequence forbecoming more comfortable using humor in the classroom:

1. Smile/Be lighthearted.2. Be spontaneous/natural.a. Relax control a little/break the routine occasionally.b. Be willing to laugh at yourself/don't take yourself so seriously.3. Foster an informal climate/be conversational and loose.4. Begin class with a thought for the day, a poem, a short anecdote, or ahumorous example.5. Use stories and experiences that emerge from the subject matter. Use personalexperiences.6. Relate things to the everyday life of students. Read the student newspaper. Listen to "their" music; see "their" movies.7. Plan lectures/presentations in short segments with humor injected. Plan acommercial break. Use a slide or overhead.8. Encourage a give-and-take climate between yourself and students. Play off Their comments. Learn their names.9. Ask students to supply you with some of their jokes, stories, or anecdotes.Share these.10. Tell a joke or two. Do outrageous things. Admit you're no good at it. Appearhuman.

Motivation: A Key to Effective TeachingMotivation Through Interaction and Worthwhile Tasks

Teachers must be comfortable with themselves as well as with the tasks they are using in their lessons. As a teacher attains sincere concern for the students while allowing humor and expectations to increase, students' restlessness will decrease and learning tasks will motivate students more easily.The reason many teachers cannot interact with students is that they have not developed respect for the students.

Brown (1988) presented five postulates for establishing and maintaining an atmosphere of mutual respect between teachers and students:

Teaching is interaction that facilitates learning. Differences must not only be tolerated, they must be affirmed. Values are neither right nor wrong; they simply exist in all of us. Freedom to choose is one of the most precious rights we have. Those who dare to teach must never cease to learn.

Motivation: A Key to Effective Teaching

Motivation Due to Environment

A teacher who truly cares for the students will maintain consistent discipline because of its effects on learning, regardless of the students' dislike for such discipline. Many techniques can be used. Among these techniques is the use of preventative strategies that focus students' attention on behaviors to attain rather than on behaviors to avoid. Palardy and Palardy (1987)discuss nine preventative strategies:

1. Teachers must feel comfortable with themselves, their pupils, and their subject matter.2. Teachers must believe in their students' capacity and propensity forappropriate classroom conduct.3. Teachers must ensure that their instructional activities are interesting andrelevant.4. Teachers must match their instructional activities with their pupils'capabilities.

Motivation: A Key to Effective Teaching

Motivation Due to Environment

5. Teachers must involve their pupils in setting up "the rules".6. Teachers must make certain that their pupils know and understand "the routine.".7. Teachers must identify their problem times.8. Teachers must remember that pupils are not "little adults".9. Teachers must give evidence that they genuinely like and respect their pupils.

Most of these techniques can be seen as caring actions taken by a teacher whoserole goes far beyond merely being a school district employee.

Intrinsic motivationMotivation associated with activities that are their own rewardNo need for incentives or punishmentsExamples:Sarah loves studying mathJohn plays for the football teamLaura spends time with her familyThere are two different kinds of motivation.

Intrinsic motivation- is an internal stimulus that arouse one to action. It is based on motive, which is always intrinsic. The learners work not for the medals or anything tangible, but for the personal satisfaction for accomplishing their work and attaining their goal. Intrinsic occurs when a person is internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is ethically significant.There are two different kinds of motivation.

Extrinsic motivation- is an external stimulus that arouse one to action. It is based on incentive.

Motivation come from outside the individual, that is from the external environment.

Extrinsic motivation comes in the forms of praise and other forms of social approval, high grades, medals, scholarship, etc.

Motivation created by external such as rewards or punishmentsExamples:Jack wants to get an A+ on the testTim aims to break a school record in trackPerforming at the Olympics? Are the athletes extrinsically motivated by a medal or intrinsically motivated to achieve a personal goal (personal record, the act of competing, etc.)Extrinsic Motivation

CLASSIFICATION OF MOTIVESBiological and physiological drives. These are innate or inborn stimuli such as desire for food, water, shelter, and other comfort of the body.

In hierarchy of motives, biological drives are the lowest but the most important.

2. Psychological drives. These are social drives which required, learned or derived. These are for social approval, security, safety, belongingness, love, esteem, prestige and power.3. Creativity or self-actualization drives. These are general or unconscious drives or motives. The desire to do something not necessity but simply the urge to achieve something exceptional for the good humanity is actualization.

Theories Of Motivation And LearningAttribution Theory And Motivation

Weiner's theory has been widely applied in education, law, clinical psychology, and the mental health domain.1.Attribution is a three stage process: (1) behavior is observed, (2) behavior is determined to be deliberate, and (3) behavior is attributed to internal or external causes.

2. Achievement can be attributed to (1) effort, (2) ability, (3) level of task difficulty, or (4) luck.

3. Causal dimensions of behavior are (1) locus of control, (2) stability, and (3) controllability.

2. Theories Humanistic PsychologyConcerned with how learners can develop their human potentialHumanist Psychologist:Gestalt theory where in learning can be explained in terms of the wholeness of the problem and where the environment is changing and the learner is continuously reorganizing his perceptions.Abraham Maslow theory of human needs for self-actualizing person

Maslows Chart

Lower Level Needs: For Survival and SafetyHigher Level Needs: For Intellectual achievement and self-actualization Self- Actualization: Maslows term for self-fulfillment, the realization of personal potential

All LOWER LEVEL NEEDS must be met before HIGHER LEVEL NEEDS are addressed

Maslows Hierarchy of Needs

Also known as Deficiency Needs and consist of: survival, safety, belonging, self-esteemWhen these needs are met, the motivation for fulfilling them decreasesLower Level Needs

Also known as Being Needs and consist of: Intellectual achievement aesthetic appreciation self-actualization

When these needs are met, a persons motivation increases to seek further fulfillment.These needs are NEVER completely filled.Ex) The more successful you are in your efforts as a teacher, the harder you are likely to strive for even greater improvement.Higher Level Needs

3. Cognitive PsychologyFocus their attention on how individuals process information and how they monitor and manage thinking.Advocates of cognitive psychology are:Jean Piaget Cognitive Development stagesLev Vygostky Social constructivismHoward Gardner Multiple IntelligencesFelder and Silverman Learning StylesDaniel Goleman Emotional Intelligences

To the cognitive theorist: Learning constitutes a logical method for organizing and interpreting learning. It is rooted in the tradition of subject matter and is similar to the cognitive development theory.Teachers uses a lot of problem and thinking skills which are exemplified by practices like:reflective thinkingcreative thinkingintuitive thinkingdiscovery learning

Discovery LearningJerome BrunerStudent should discover what to learn. Learning involves rearrangement and transformation of materials that led to insightAcquisition obtaining new info..it is replace and refinedTransformation manipulating info.. To fit new situationEvaluation if info, has been manipulated

Integrate materials to existing cognitive structures

4. Behavioral Psychology classical conditioning Ivan Pavlovs Behaviorist Learning Theory . Its main influences wereIvan Pavlov, who investigated classical conditioning

operant conditioning B.F. SkinnersSkinner believed that positive reinforcement is an important component of learning

all includes classical and operant.Learning consists of new stimuli-response connections through practice and strengthened through association with external rewards.Behaviorism theory

Classical Conditioning Theory Pavlov/WatsonStimulus generalization- stimulus transfer to another stimuli.Discrimination- not to respond with the same stimulus/mannerExtinction- conditioned response lost.Recovery- recover lost responded

Applied to classroom:Providing positive classroom environmentHelp student s to experience successPresenting lesson in gradual and keeping student relaxed and happy--Conditioning with neutral (conditioned stimulus) gains a response result to its paring with natural stimulus

Classical Conditioning Classical conditioning is a type of learning in which an animals natural response to one object or sensory stimulus transfers to another stimulus. This illustration shows how a dog can learn to salivate to the sound of a tuning fork, an experiment first carried out in the early 1900s by Russian physiologist Ivan Pavlov. For conditioning to occur, the pairing of the food with the tuning fork (step 3 in the illustration) must be repeated many times, so that the dog eventually learns to associate the two items.Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved.

Operant conditioning/ InstrumentalB. F. SkinnerSO-REWARD AND PUNISHMENTConsequences of behavior based upon its environment whether reinforce or eliminates the behavior. Reinforcement not synonymous to rewards it is given after, motivation give beforePositive reinforcement- strengthen behavior Negative reinforcement- weakens behaviorApplied to classroom by:Providing more opportunities for practiceReinforcing (praise, incentives etc)if desirableProviding more rewards than punishment

Classical Conditioning Classical conditioning is a type of learning in which an animals natural response to one object or sensory stimulus transfers to another stimulus. This illustration shows how a dog can learn to salivate to the sound of a tuning fork, an experiment first carried out in the early 1900s by Russian physiologist Ivan Pavlov. For conditioning to occur, the pairing of the food with the tuning fork (step 3 in the illustration) must be repeated many times, so that the dog eventually learns to associate the two items.Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved.

4. Social Cognitive Learning Motivation modeling and observation theory Albert BanduraThe social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of othersSocial Development Theory (Lev Vygotsky)Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition.Vygotsky's theory is complementary to Bandura's work onsocial learningand a key component ofsituated learning theoryas well.

Social Cognitive Learning Theory/ ImitationBandura/ WallaceSBLEARNED by individual observe from other. It affects the way people actAttention- exposing/ observing a modelRetention- learn symbolically, reproduction of desired behaviorReproduction- produce internal model of the environment guide observer behaviorMotivation no performance unless conditioned are favorable

Observational learning- individual recombine previously learned behavior to produce newly response.Inhibitory effect- strengthen for weakensSocial facilitation- actingApplied to classroom by;Modeling desirable behaviorMake sure that students are physically capable of doing the modeled behavior and that they can demonstrate this behavior.Exposing student to a variety of exemplary behavior/models

Educational Implications

When a students are not actively involved in their work, they are unmotivated to learn, but they may be motivated to do something else.

Teachers should help focus students attention . Many students fail to realize and understand their objective in coming to school.

Classroom activities can help arouse curiosity and direct students attention toward school.

Initiate and stimulating environment will be of great help to motivate and focus students attention and priorities.

Referrences:Weaver II, R. L. & Cotrell, H. W. (1987). Ten specific techniques for developing humor in the classroom. Education, 108, 144-169.

Mathews, J. (1988). Escalante: The best teacher in America. New York: Holt.Meek, A. (1989). On creating ganas: A conversation with Jaime Escalante. Educational Leadership, 46(5), 46-47. Foundation of Education, Ed. D by: Jose F. CalderonEducational Psychology by: Adelaida C. Gines, Priscile B. Dizon, Aurora B. Fulgencio, Peter Howard R. Obias, Furtunato G. Vendivel , Jr. http://teaching.about.com/od/pd/a/Qualities-Of-An-Effective-Teacher.htm

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