Open University For Adults

(UAPA)

Subject:
Didactics of English

Theme:
Reflexion Questions

Teacher:

Conrado Sánchez

Presented by:
José Y. Oviedo

Registration Number:
15-7160

Date: Friday, August 12, 2018

Dominican Republic
1. Define motivation to learn.

It’s a series of techniques that we use to cause a habit of study, which help
the students to save on your mind the taught for life.

2. What does TARGETT stand for?

It’s what the teacher proposes his student learn at the final of every class

3. How do tasks affect motivation?

These help the student keep your mind actives and refreshed in the
learning.

4. What does it mean for students to “negotiate a task”?

It’s a lost time, because this can help you to get some points, but not to pass
an exam, but not to learn, and then when you get be a professional, you’ll
be mediocre professional.

5. What are the three kinds of task value?

The motivation, the learning and the teaching

6. Distinguish between bounded and unbounded choices.

Bounded choices

It’s when you choose something up to certain point, not to continue

advancing.

unbounded choices

It’s a choice to continue enhancing up to reaching the pinnacle, neither

pause nor back.

7. How can recognition undermine motivation and a sense of self-

efficacy?
 Recognition sometimes is as a plus because you can quickly catch the
learning, but other times can become you in a ignorant and feel yourself
enough intelligent as not need study because you know everything.

8. What determines whether a goal structure is cooperative, competitive,

or individualistic?

The intention always determines it, if the goal is basically in only one
person, it means that is individualist; if it’s goes addressed to a several
people, it’s cooperative, but if the goal help you to be a better professional
for example, that means that is competitive.

9. How does evaluative climate affect goal-setting?

It depends, if the climate is acceptable and just, that makes you feel
motivated to continue; but if the climate is tense, you feel no interested to
continue.

10. What are some effects of time on motivation?

Many tasks, bored teachers and unintelligent, many requirement.

11. What are some sources of teacher expectations?

The form to teach, control in the class, clear explanation about topics, self
confidence.

12. What are the two kinds of expectation effects and how do they
happen?

When the teacher arrive at the classroom with his class prepared, and when
the teacher passes it by cherishing

13. What are the different avenues for communicating teacher

expectations?
 Feedbacks in the class and outside, and through suggestion box.

14. What are four conditions that must exist in a classroom before any
motivational strategies can be successful?

Good atmosphere, necessary resources, an intelligent teacher and positive

students.

15. What else can teachers do to motivate students?

Be creative and dynamic, focus in those students that are less skilled and
be sure that his students reached the expected learning.

16. What are the most commonly used motivational strategies of

beginning teachers?

The dynamic and confidence, homework tasks and clear topics at the
moment to teach.

17. What can we learn from students about motivation?

That they learn easier and quickly when we use dynamics and are flexible in
the class, we’re confidence with them, and when we demonstrate control in
the class.

18. What are ways of soliciting information about what motivates your
students?

Psychology areas, internet sites, and looks for information from a expert o
professional in that area.

19. If several members of the French Club are in your math class, how
could you tie their interests in French with your math content?
 We can do use of numbers in French, as well quantities of provinces of
France.

20. In your discipline, how will you connect content with real world,
authentic tasks?

Using of sources such as the internet, image, videos; but everything with
self examples authentic teaching.