1. Building Positive Relationships and Motivating Learners Personal Qualities and Professionalism Barbara Hooker 27 th September 2013 p.m

2. Learning Outcomes a)To develop an understanding of the internal and external motivating factors that affect adult learners b)To consider the development of ground rules that facilitate an environment conducive to learning c)To consider strategies to support and challenge learners and foster deep approaches to learning

3. Motivational Factors Motivational factors can influence learning within the classroom both positively and negatively The challenge for teachers is providing a positive environment to ensure that students maintain a high level of interest in order to minimise disciplinary challenges in the classroom

4. Motivational Factors Activity - from your own learning experience identify: a)A positive learning experience - identify the factors that encouraged your motivation and interest b)A negative learning experience – identify the factors that discouraged your motivation and interest in the subject In groups share your experiences and summarise : 1) Key motivational factors 2) Key de-motivational factors 3) Discuss if you feel that we can motivate others or does motivation have to come from within the self

5. Intrinsic Motivational Factors From within ourselves factors: The learner’s self-concept Internal or external locus of control The learner’s needs The learner’s perception of self-efficacy Personal relevance of the subject matter

6. Extrinsic Motivational Factors From the environment factors: Positive reinforcement Amount of challenge Amount of stimulation Empathy and support Opportunity for professional enhancement Teacher characteristics

7. Help students feel good about themselves and they may learn that much more effectively. Self-actualisation *Be enthusiastic and supportive * Encourage projects and plans *Be positive about the future * Promote optimism Self-esteem (Pride) *Encourage independence *Praise when appropriate *Welcome ideas *Treat students with dignity Love and Belonging (Feeling accepted) *Show that you care *Promote interaction between students *Promote a cohesive class climate From: Reece I. and Walker S. (1994) Teaching, Training and Learning 2 nd edition, Sunderland:Business Education Publishers Safety and Shelter (Safe from harm) *Maintain confidentiality/privacy as necessary *Treat students fairly *Observe and chart accurate information *Follow safety rules when necessary Physical (Comfort requirements) *Provide adequate breaks *Ensure comfort *Arrange seats according to needs *Be alert to heating and ventilation requirements Maslow’s ‘Hierarchy of Needs’

8. Developing Ground Rules Activity In groups, list some of the ground rules which you think are/would be appropriate for your learners. Divide them into: a)teacher-imposed rules b)learners’ personal rules c)rules negotiated between teacher and learner Consider Quality Improvement Agency for Lifelong Learning (QIA 2008) strategies for agreeing ground rules

9. Support and Challenge in Teaching and Learning To answer students’ need for autonomy we challenge them To answer students’ need for dependence we support them Challenge may be provided by:Support may be provided by: Setting open tasks Problem solving activities Giving students choices between alternative tasks Giving students responsibility to correct their own work through self-assessment, in pairs or in groups Ensuring students understand the purpose of the task Giving instructions that are clearly understood Modelling tasks in a step-by- step fashion Provide cooperative learning activities

10. Fostering a Deep Approach to Learning Motivational Context – deep learning is more likely when students’ motivation is intrinsic and they experience a need to know Learner Activity – deep learning is associated with doing, learners need to be actively involved Interaction with Others – it is easier to develop meaning and manipulate ideas with others than alone, hence the importance of person to person interaction Well structured knowledge base – without existing concepts it is impossible to make sense of new concepts, it is vital that students’ existing knowledge and experience is used in learning.