Motivation Unit 9 Why people want to do something Video: Bob Sullo Motivating Students, http://www.teachingenglish.org.uk/talk/video-discussion/how-do-you-motivate-your-students Why people want to do something How long they want to do it for How hard they will work to achieve it

TKT: How do we motivate learners? Listen to student feedback using a class suggestion box or short questionnaire. Train students to use reference resources to help them study successfully on their own. Think about how you tell students about their progress. How can you encourage or praise them? A. encourage learner autonomy B. find out what students think C. make your feedback positive D. build variety into your teaching

TKT: How do we motivate learners? Put students into new groups for different activities? Give comments on students’ work which are helpful and enable them to feel progress. Don’t always do the same things in the classroom. Try new routines. A. encourage learner autonomy B. find out what students think C. make your feedback positive D. build variety into your teaching

How do we build motivation? We build rapport! We evaluate together. We build confidence! We provide opportunities!

Intrinsic Motivation The desire to learn comes from within. Younger children and older students typically have more intrinsic motivation. learner autonomy independence self-confidence Think and discuss: What is the difference between intrinsic and extrinsic motivation? What motivates your students? Task 4: Motivation Techniques

Factors which Affect Intrinsic Motivation  Challenge:  (personally meaningful goals )  Control: learners like to control their learning.  Fantasy: (imagination)  Competition: (performance comparison)  Cooperation: (group performance achievement)  Recognition: (for accomplishments)

Extrinsic motivation Positive Reinforcers (rewards) When someone other than the learner provides the motivation. Positive Reinforcers (rewards) Parents give money, privileges, affection, time together… Teachers give candy, praise, stars, stickers, points and happy dollars (incentives) See Alfie Kohn video, Alfie Kohn bad news Negative Reinforcers Teachers and parents also use shouting, noise, extra homework, punishments, no TV, no free time, (avoidance behaviors)

BEHAVIOR MODIFICATION Behaviorists Pavlov: experiments with dogs and salivation as response to stimuli, classical conditioning Thorndike: cats and puzzle boxes Skinner: operant conditioning, behavior analysis BEHAVIOR MODIFICATION As teachers we use behavior modification techniques with young learners to form study and social habits. In higher grades we use grades as leverage. See grades have personalities video

Social Learning Theory Students learn from modelling what they see From the teacher. From other students, In group situations. From the media. Albert Bandura’s Bobo doll experiment See Albert Bandura video What does this have to do with my class or teaching situation? See video children see children do

Humanism: Abraham Maslow Maslow’s Hierarchy of Needs. Being need Growth needs Deficiency needs Self- actualization Need for self esteem Need for belonging Need for Safety Physiological needs (survivial) See Maslow video

Attribution Theory excuses, justifications and motivation How people explain outcomes and behaviors. External or situations Climatic conditions Noise level (environment) Comfort Internal or dispositional How they feel Intelligence Self-efficacy: perception of ability to reach a certain goal Uniqueness

Constructivists and L2 learning Piaget, physical maturation by stages Vygotsky, social interaction, zpd Bruner, discovery learning Krashen: comprehensible input

Zone of Proximal development Through humans Through books Through art Through supplementary materials With your group, work out the best option to work together to create a PPT on the topic you have chosen with your: Learning Team Charter

Krashen: Comprehensible Input According to Krashen and Terrell, the foundation of the natural approach for Language Learning has four principles: (1) comprehension precedes production; (2) production must be allowed to emerge in variable stages; (3) the course syllabus must be based on communicative goals; (4) the activities and classroom environment must work together to produce a lowered “affective filter.”

Motivational “Commandments” Be motivated as a teacher. Provide a relaxed atmosphere. Present a variety of tasks. Establish a good relationship with students. Increase learner’s self-confidence. Personalize the learning process for individual students. Be aware of short and long term goals.

Motivated Students Persist at a task Come back to the task voluntarily Desire high levels of performance Vary from individual to individual and task to task Can you describe a motivated student? How does he or she look like? In pairs the are going to draw a motivated student. Share drawings Student motivation refers to a student’s willingness, need, desire and compulsion to participate in and be successful in, the learning process.

Unmotivated Students Bored!! They do not see the connection between the task/subject and real life. Uninterested in the topic or task Think the material or task is too hard Think they lack the ability to perform, have little confidence in their abilities Afraid of evaluation and failure Cambridge Task 1: Motivation

Factors which Affect Intrinsic Motivation  Challenge:  (personally meaningful goals )  Control: learners like to control their learning.  Fantasy: (imagination)  Competition: (performance comparison)  Cooperation: (group performance achievement)  Recognition: (for accomplishments)

Motivate your students! Challenge  Have personally meaningful goals Make attainment of goals probable but uncertain. Give enroute performance feedback. Relate goals to learners' self esteem. View module 7 Learning Strategies

Motivate! Control Allow for Fantasy Learners like to control their learning. Relate activities to real life situations. Allow for Fantasy  Touch learners’ inside where they dwell. Make a game out of learning. Use imagination.

Motivate! Competition (performance comparison) Competition is more important for some people than for others. Losers may suffer more than the winners profit. May reduce the urge to be helpful to other learners. Have students compete against themselves to gadge their progress.

Motivate! Cooperation and collaboration  (group performance achievement) occurs naturally as well as artificially. is more important for some people than for others. is a useful real-life skill. requires and develops interpersonal skills.

Motivate! Recognition  Satisfaction from recognition of accomplishments. Recognition differs from competition in that it does not involve a comparison with the performance of someone else.

Don’t motivate, engage!

Homework for Portfolio From Unit 9: Observe a different teacher’s class (any subject), an online EFL or ESL class and with your own. Represent them in a three-circle Venn diagram and a reflection paragraph in your blog. Do the follow up and discovery activities as usual.