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6. Motivating Students 1

6.1 Review

• There are 6 visual aids for teaching: 1. Flip chart/posters; 2. Slides; 3. Videos; 4. Overhead transparencies; 5. Computer projections (e.g., power point); 6. Samples, examples, and Mock-ups.

• There are 11 ways to enhance teaching effectiveness 1. Seize the moment; 2. Involve the student in planning. 3. Begin with what the student knows; 4. Move from simple to complex; 5. Accommodate the student’s preferred learning style; 6. Sort goals by learning domain; 7. Make material meaningful; 8. Allow immediate application of knowledge; 9. Plan for periodic rests; 10. Tell your students how they are progressing; 11. Reward desired learning with praise

 Is the effectiveness of teaching enough to motivate students to learn?




6.2 Motivating Students

To motivate students, the teacher may consider some general strategies, instructional behavior, other general principles, and motivation factors & strategies by time period.


6.2.1 General Strategies

General strategies that a teacher may follow are three:


1. Capitalize on students’ existing needs

• Students’ needs vary as follows:
- a need to learn in order to complete a particular task or activity
- a need to perfect skills
- a need to overcome challenges
- a need to become competent
- a need to succeed and do well
- a need to feel involved and to interact with other people

• The teacher should design assignments, in-class activities, discussion questions to address these kinds of needs.
2. Make students active participants in learning

• Instead of presenting the information, the teacher is better ask a question or present a problem, then let the students find the answer or solution.

• Students can best learn by doing, making, writing, designing, creating, solving.


3. Ask students to analyze what make their classes more or less “motivating”

• The student is the best person to determine the factors that makes his/her motivation high or low

• According to Sass (1989), major contributors to student motivation are eight:

 Instructor’s enthusiasm  Active involvement of students
 Relevance of the material  Variety
 Organization of the course  Rapport between teacher and students
 Appropriate difficulty level of the material  Use of appropriate, concrete, and understandable examples



6.2.2 Six Incorporating Instructional Behaviors That Motivate Students


1 Hold high but realistic expectation for your students

• Students are motivated by their teacher’s expectations.

• Thus, the teacher should give “realistic”, high enough expectations for students in making assignments, giving presentations, and grading examinations.

• Too high expectations may, on the other hand, tern to frustration.



2 Help students set achievable goals for themselves

• The teacher should encourage students to focus on their self-evaluations and on their continued improvement, and not on their grades.


3 Tell students what they need to do to succeed in your course

• The teacher should tell the students exactly what they must do or know to succeed.

For example, the teacher can say something like “If you can handle the examples on these problem sheets, you can pass the exam”


4 Strengthen students’ self-motivation

• The teacher should select the words that focus on the students’ self-motivation and not the teacher’s power of extrinsic rewarding.

For example, instead of saying “I require,” “you must,” “you should,” you better say “I think you will find…” or “I will be interested in your reaction”


5 Avoid creating intense competition among students

• Students show better comprehension and performance when the tendency to compare a student to one another becomes less.

• According to Bligh (1971), it is favorable for the students to work cooperatively in groups rather than to compete as individuals


6 Be enthusiastic about your subject

• The instructor’s enthusiasm and excitement about the content motivate students.

• If the instructor is uninterested in the material, s/he may think to devise the most exiting way to represent the material.


 But how can teachers motivate their students?

6.2.3 Five General Principles of Motivation

1. The environment can be used to focus the student’s attention on what needs to be learned

◦ The teacher may attract the students’ attention and curiosity by using interesting visual aids such as booklets, posters, or practice equipment, etc.

2. Incentives motivate learning

◦ Students need external incentives such as privileges or praises in order to succeed.

◦ The concept of rewarding may also be achieved whenever the student understands that the goals are useful to them or enjoy exploring new things.


3. Internal motivation is longer lasting and more self-directive than external motivation, which must be repeatedly reinforced by praise or concrete rewards

◦ For children of certain ages and some adults, learning becomes more effective by the use of external motivation such as rewards.

◦ However, rewards should be used only whenever needed; otherwise, they may decline the internal motivation.



4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

◦ Students vary in their readiness to learn. If a student is not yet ready to learn, the instructor should encourage him/her to learn until the desired change in the behavior is achieved.



5. Motivation is enhanced by the way in which the instructional material is organized

◦ One way to organize material, the instructor may relate new tasks to already known ones.

◦ Another way is to determine whether the learner understand the final outcome so they can compare and contrast ideas.







6.2.4 Motivation Factors and Strategies by Time Period: Beginning, During, and Ending


Time

BEGINNING: when learner enters and starts learning

Motivational Factors

ATTITUDES: Toward the environment, teacher, subject matter, and self

NEEDS: The basic need within the learner at the time of learning

Motivational Strategies

- Make the conditions that surround the subject positive
- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative attitude.
- Reduce or remove component of the learning environments that lead to failure or fear.
- Plan activities to allow learners to meet esteem needs.



Time

DURING: When learner involved in the body or main content of the learning process

Motivational Factors

STIMULATION: The stimulation processes affecting learner during the learning experience.

AFFECT: The emotional experience of the learner while learning

Motivational Strategies

- Change style and content of the learning activity
- Make learner reaction and involvement essential parts of the learner process, that is, problem solving, role playing, stimulation.
- Use learning concerns to organize content and to develop themes and teaching procedures
- Use a group cooperation goal to maximize learner involvement and sharing.

Time

ENDING: When learner is completing the learning process.

Motivational Factors

COMPETENCE: The competence value of the learner that is a result of the learning behavior.

REINFORCEMENT: The reinforcement value attached to the learning experience for the learner.

Motivational Strategies


- Provide consistent feedback regarding mastery of learning.
- Acknowledge and affirm the learners’ responsibility in completing the learning task.
- When learning has natural consequences, allow them to be congruently evident.
- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.

























Summary:

• To motivate students, the teacher may consider some general strategies, instructional behavior, other general principles, and motivation factors.

• General strategies that a teacher may follow are three: capitalize on students’ existing needs, make students active participants in learning, ask students to analyze what make their classes more or less “motivating”

• Incorporating instructional behaviors that motivate students are six:
 Hold high but realistic expectation for your students
 Help students set achievable goals for themselves
 Tell students what they need to do to succeed in your course
 Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
 Avoid creating intense competition among students
 Be enthusiastic about your subject

• General principles of motivation are five:
 The environment can be used to focus the student’s attention on what needs to be learned
 Incentives motivate learning
 Internal motivation is longer lasting and more self-directive than external motivation
 Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
 Motivation is enhanced by the way in which the instructional material is organized

• Motivation factors and strategies differ according to time period: beginning, during, and ending










Reading for this lecture:

pp. 46-51