1. Motivation Unit 9 Why people want to do something
Video: Bob Sullo Motivating Students,
Why people want to do something
How long they want to do it for
How hard they will work to achieve it

2. 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

3. 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

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

5. 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

6. 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)

7. 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)

8. 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

9. 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

10. 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

11. 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

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

14. 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

15. 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.”

16. 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.

17. 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.

18. 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

19. 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)

20. 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

21. 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.

22. 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.

23. 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.

24. 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.

25. Don’t motivate, engage!

26. 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.