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: BEHAVIOURIST THEORIES Focus on changes in behaviour that result from experiences with the environment. BEHAVIOURIST 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. 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, as cited in Eggen & Kauchak, 2010).

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 as cited in Eggen & Kauchak, 2010). Students Needs and Motivation to Learn Three theories based on students needs are defined by Eggen & Kauchack, 2010 as:  Maslow’s hierarchy of needs (outlined below)  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 needsDeficiency needs

Effective Classroom Management What it takes to be an effective teacher in the year 2010 and beyond.... A well managed classroom impacts of the motivation of students within the environment. “Principles of Planning for Classroom Management” “Developmental differences Influence Classroom Management” “Management & Instruction are Interdependent” “Classroom Organization is Essential for Classroom Management” “Rules & Procedures Are the Cornerstone of an Effective Management System” “The First Days of School Set the Tone for the Year” (Eggen & Kauchak, 2010, p356)

Classroom Management Goals What it takes to be an effective teacher in the year 2010 and beyond.... Provide an environment of caring and trust to establish a safe, supportive, and positive learning environment for all students. Encourage cooperation amongst students by developing learner responsibility. “Goals of Classroom Management” “Creating a Community of Caring & Trust” “Developing Learner Responsibility” “Maximizing Time and Opportunity for Learning” (Eggen & Kauchak, 2010, p354)

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. Teachers standards are being raised as cited in Eggen & Kauchak (2009) to become professionals who know and can do more. Professionalism Commitment to Learners Reflective Practice Professional Knowledge Decision Making Characteristics of professionalism Figure 1.1, Eggen & Kauchak (2009) Characteristics of Professionalism:

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. Emotional development through ideas being supported in an enthusiastic and encouraging group. A wide range of thinking skills are utilised when students are explaining, negotiating and solving problems. Improve communication and interpersonal skills. Enhance social skills in working with peers and in leadership skills. “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).