Motivational Theories What it takes to be an effective teacher in the year 2010 and beyond.... As with learning, different theories of motivation offer frameworks for understanding student motivation. Theoretical views of motivation are outlined as: BEHAVIOURIS THEORIES Focus on changes in behaviour that result from experiences with the environment. BEHAVIOURIS THEORIES Focus on changes in behaviour that result from experiences with the environment. COGNITIVE and SOCIAL COGNITIVE THEORIES Examine people’s expectations and beliefs and their attempts to understand how the world works. COGNITIVE and SOCIAL COGNITIVE THEORIES Examine people’s expectations and beliefs and their attempts to understand how the world works. SOCIOCULTURAL THEORIES Emphasize individuals participation in communities that value and support learning. SOCIOCULTURAL THEORIES Emphasize individuals participation in communities that value and support learning. HUMANISTIC THEORIES Emphasize people’s attempts to fulfill their total potential as human beings. HUMANISTIC THEORIES Emphasize people’s attempts to fulfill their total potential as human beings. Student motivation lies in the core of influencing performance and achievement at school. With the fast growing technological advances and a growing knowledge base, it is essential that motivation be continuous. Incomplete Figure 10.2 Theoretical views of motivation (Eggen & Kauchak, 2010, p286) THEORIES OF MOTIVATION “Motivation is the process whereby goal-directed activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008, p4, p284).

What it takes to be an effective teacher in the year 2010 and beyond.... How Motivation Impacts on Learning Student motivation influences both the learning journey and the meeting of expected outcomes. “Motivation is often classified into two broad categories. These are Extrinsic and Intrinsic Motivation. Extrinsic motivation is motivation to engage in an activity as a means to an end, whereas Intrinsic motivation is motivation to be involved in an activity for it’s own sake” (Schunk et al., 2008). Students Needs and Motivation to Learn Three theories based on students needs are defined as:  Maslow’s hierarchy of needs  The need for self-determination  The need to preserve self-worth Self-actualization (reaching one’s full potential) Self-actualization (reaching one’s full potential) Self-esteem (recognition and approval) Self-esteem (recognition and approval) Belonging (love and acceptance from family and peers) Belonging (love and acceptance from family and peers) Safety (freedom from physical or emotional threat) Safety (freedom from physical or emotional threat) Survival (shelter, warmth, food, water) Survival (shelter, warmth, food, water) Maslow’s hierarchy of needs Maslow’s hierarchy of needs, adapted from Figure 10.3, Eggen & Kauchak, 2010, p290 Growth needs Deficiency needs

Effective Classroom Management Principles of Planning What it takes to be an effective teacher in the year 2010 and beyond.... These 2 slides will be inserted when looked at by Sarah Montefiore

Classroom Management Goals What it takes to be an effective teacher in the year 2010 and beyond.... These 2 slides will be inserted when looked at by Sarah Montefiore

Professionalism What it takes to be an effective teacher in the year 2010 and beyond.... The effective teachers knowledge needs to cover the social, cultural and learning needs of all students and knowledge of developmental characteristics of each individual student. To ensure a Professional knowledge base educators must have a commitment to learners which along with behaving ethically involves keeping up with and understanding of technologies used to be able to implement them into the classroom to support students of today and the future (Eggen & Kauchack, 2010). The professional teacher has the “ability to make decisions in complex and ill-defined contexts” (Eggen & Kauchack, 2010). Teachers must use reflective practice not only to improve their own abilities, but to maximise students learning and development. A professional knowledge base can be achieved through in-service training days held at the school and informal training days which take place during staff development days. “As professional’s, teachers need to update and improve their expertise and practice continually through formal and informal professional development” (Groundwater-Smith, 2007, p334). Sarah Montefiore’s professionalism diagram???

What it takes to be an effective teacher in the year 2010 and beyond.... Pedagogical Knowledge General Pedagogical Knowledge Instructional Strategies Classroom Management General Pedagogical knowledge “Involves and understanding of essential principles of instruction and classroom management that transcends individual topics or subject matter areas” (Borko & Putnam, 1996; Darling-Hammond & Bransford, 2005 as cited in Eggen & Kauchak, 2010, p11)

Theory of Cooperative Learning & It’s Impact on the Classroom What it takes to be an effective teacher in the year 2010 and beyond.... Collaborative and cooperative learning describes students working together in established groups to achieve a common goal. The view of a constructivist approach is that collaborative work offers many advantages to enhance learning. The impact of Collaborative and cooperative learning on the classroom when working in well established and structured groups can benefit students in a positive way by:  Giving students an equal opportunity in achieving desired goals. All group members are working towards a common goal.  Can enhance less able students understanding of topic.  Enhance social skills in working with peers and in leadership skills.  Improve communication and interpersonal skills.  A wide range of thinking skills are utilised when students are explaining, negotiating and solving problems.  Emotional development through ideas being supported in an enthusiastic and encouraging group. “Cooperative Learning is a set of instructional models in which students work in mixed- ability groups to reach specific learning and social interaction objectives. Cooperative learning is grounded in Vygotsky’s (1978, 1986) work, with its emphasis on social interaction as a mechanism for promoting cognitive development” (Eggen & Kauchak, 2010, p419).