Name: CESAR B.

LAMER

Yr. & Sec: BEED-2

Instructor: CONCEPCION GARCIA

Modulo 21 - STUDENT' DIVERSITY IN MOTIVATION

Take the Challenge!

In this Module, challenge yourself to attain the following learning

Outcomes:

● reflect on your own experiences as you read through situations

given in this Module.

● present the social and cultural influences on the cognitive

and motivational processes of learning by means of a graphic

organizer.

● state and explain two principles on the social and cultural

influences on motivation.

Introduction
Students who, by themselves are already as diverse, also differ in

motivation. This diversity in motivation may be traced to differences in age,

developmental stage, gender, socio-economic and cultural background. How

these factors influence students's motivation is the concern of this Module.

Activity

Read the following research findings then reflect on your very own

еxрeriences.

А.

● Young children often want to gain teachers' approval to be motivated

while the older ones are typically more interested in gaining the

approval of peers. (Juvonen and Weiner, 1993 quoted by Ormrod,

2004).

● ..Students often become less intrinsically motivated as they progress

through the school years. (Harter, 1992 quoted by Ormrod, p.507)

Learning goals may go by the wayside as performance goals

become more prevalent and as a result, students will begin to exhibit

preference for easy rather than challenging tasks. (Harter, 1992; Igoe

and Sullivan, 1991 quoted by Ormrod, 2004).

● Increasingly, students will value activities that will have usefulness

quoted by Ormrod, 2004).

Page 2

FACILITATING LEARNING

В.

● ...Elementary students tend to attribute their successes to effort and

hand work.

● By adolescence, however, students attribute success and failure

more to an ability that is fairly stable and uncontrollable. Elort

becomes a sign of low ability...(Nicholls. 1990; Paris & Cunningham,

1996 quoted by Ormrod, 2004),

С.

● There are ditferent motivational patterns for students belonging to

ethnic communities. Students from Asian-American families may feel

more pressured to perform well in school...

● ... Students' cultural background can influence their attributions... For

instance, students of Asian background are more likely to attribute

academic achievement to unstable factors like etfort and attribute

appropriate or inappropriate behaviors to temporary situational

factors than students brought up in mainstream Western culture.

(Lillard, 1997; Peak, 1993 quoted by Ormrod, 2004),

D.

● ..Females are more likely than males to have a high need for

affiliation. (Block, 1983 quoted by Ormrod, p.508),

Females are also more concerned about doing well in school. They

work harder on assignments, earn higher grades and are more likely

to graduate from high school. (Halpern, 1992: MeCall, 1994 quoted

by Ormrod, 2004)

● We typically find more boys than girls among our "underachieving"

students.

E.

● Students from low-income families are among those most likely to be

at risk of failing and dropping out of school. A pattern of failure may

start quite early for many lower-income students especially if they

have not had the early experiences upon which school learning often

builds.

F.

● Students with special educational needs show the greatest diversity

in motivation. Some students who are gifted may have high intrinsic

motivation to learn classroom subject matter, yet they may become

easily bored if class activities don't challenge their abilities. (Friedel,

1993; Turnbull et al, 1999 quoted by Ormrod, 2004).

● Students with specific or general academic difficulties (e.g. those with

learning disabilities, those with mental retardation) may show signs

of learned helplessness with regard to classroom tasks, especially

their past efforts have been repeatedly met with failure. (Deshler &

Schumaker, 1988; Jacobsen, Lowery, & DuCette, 1986; Seligman,

1975)

● Students who have difficulty getting along with their classmates

anl (e.g. those with emotional and behavioral disorders) may

Aprh 2 inappropriately attribute their social failures to factors beyond their

001 bicontrol. (Hewrad, 1996 quoted by Ormrod, 2004).

Module 21 - Students' Diversity in Motivation

Analysis
● Do your experiences and observations support or contradict the

research findings? Share your answers with your small group.

● What are the implications of these research findings to facilitating

learning? To be sure that no research finding is missed, do this with

the help of a Table like the one given below, Feel free to add more

rows.

Research Finding Learning Finding

Abstraction/Generalization
Our students' motivation may vary on account of age, gender, cultural,

socioeconomic background and special education needs. Our class is a

conglomerate of students with varying ages and gender' and most especially

cultural background and socioeconomic status. Our students' motivational

drives reflect the elements of the culture in which they grow up

family, their friends, school, church and books. To motivate all of them for

learning, it is best to employ differentiated approaches. "Different folks, different strokes."

What is medicine for one may be poison for another. Students'

Two principles to consider regarding social and cultural influences on motivation is

motivation are: likely to vary as

1. Students are most likely to model the behaviors they believe are a function of age,

relevant to their situation. culture, gender,

2. Students develop greater efficacy for a task when they see others socioeconomic

like themselves performing the task successfully. (Ormrod, background, and

2004) What conclusion can be derived from the two principles? special education

needs. There
"Students need models who are similar to themselves in terms of
is no single
race, cultural background, socioeconomic status, gender, and (if
best method
applicable) disability. (Örmrod, 2004.)
of motivating
Then it must be good to expose our students to
learners.
models of their age and to models who come from sinmilar

cultural, socioeconomic backgrounds.

 Do we have to limit ourselves to live models? Not
In the choice
necessarily. We can make our students read biographies
of a motivating
and autobiographies of successful individuals who were in
method, two
situations similar to them.
principles.

are worth Synapse Strengtheners

remembering: 1. From the Survival Kit prepared by the Guidance Office of St. Louis

1. students are University, success or achievement depends not only on ability and
most likely
hard work but also on effective methods of study.
to model the
the differences between individuals in their capacity for work and
behaviors
study are determined by:
they believe
Very roughly,
are relevant

to their situ-
Factor A – Intelligence and Special Abilities.......................50-60%
ation and

2. students de-
Factor B - Industry, Effort and Effective Study Methods....30-40%
velop greater
Factor C - Chance and Environmental Factors....................10-15%
efficacy for

a task when

they see Later in college..the proportions may change as such:

others like Factor A – Intelligence and Special Abilities.......................30-40%

themselves Factor B - Industry, Effort and Effective Study Methods...50-60%

perfoming
Factor C Chance and Environmental Factors.......................10-15%
the task
successfully. Compare this with the research findings in Activity B above. Do they jibe or do
they contradict each other? What is your stand?

Module 21 - Students' Diversity in Motivation

Name; Yr. & Sec.

Application
-students of different ages

-boys and girls

-the economically-disadvantaged and the ,affluent

-students belonging to indigenous peoples' (IP) groups and

those not belonging to one

FACILITATING LEARNING

Research Connection

Read a research or study related to social or cultural influences on motivation. Fill out the

matrix below.

Problem Research methodology

Tittle and source:(complete APA bibliographical entry format

Finding Conclusion/Recommendation
Module 21 - Students' Diversity in Motivation

Assessment Task/s
241

1. In not more than 100 words write your reflections on your very own experiences in relation

to Activity A, B, C, D, E and F.

2. By means of a graphic organizer, present the social and cultural influences on the cognitive

and motivational processes of learning.

3. State and explain in not more than 3 sentences each the two principles on the social and

cultural influences on motivation.

5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

From the Module on Student's Diversity in Motivation, I realized that ...

Name: CESAR B. LAMER

Yr. & Sec: BEED-2

Instructor: CONCEPCION GARCIA

Module 22 - Human Environmental Factors Affecting

Motivation

Unit 4.2 Motivation in the Classroom

(For Modules 22 – 24)

Advance Organizer

Motivation in the classroom

Human Environmental The Classroom Assessment Strategies

climate
Factors Affecting that can Increase

Motivation Motivation "

The Physical
Teacher's Affective
Learning
Traits
Environment

Classmates

Parent Bullying
Module 22 : Human Environmental Factors Affecting Motivation

Take the Challenge!

In this Module, challenge yourself to attain the following learning outcomes:

● compose a poem/song describing teachers' behavioral traits that The human learning
environment
are facilitative of learning.
of the learner
● dramatize the de-motivating function of bullying in schools.
consists
● mimic the behavioral traits of parents who are supportive of
of teacher,
learning.
classmates and

Introduction parents. By their

If environment defined as the sum total of sorrounding then very being and
behavior, they can
Environmental factor that affect students' motivation include motivate

Motivation as well non human factors. The immediate himan factor or de-motivate

That surround the learner are the teacher, the other student and a child to

His/her parent. learn from

(For notes on managing the learning environment, refer to the and perform

Textbook on principle teaching 1 Brenda B. Corpuz and Gloria G. in school. The

interaction of
Salandanan.)
the teacher,

the learner and

parents produces

the classroom

climate for

learning.
FACILITATING LEARNING

Activity 1
Read this student letter to a middle school science teacher with four

years of teaching experience. Feel the words. Right after reading it, proceed

to Analysis for Activity 1.

I just wanted to write you a little thank you note for everything

that you have done for me over the past two years. I have learned

a lot and had a whole lotta fun doing it. I loved the labs and

basically everything we did in your class because you made it

fun. You made it fun so we learned without even realizing that we

were learning but when it was time to show that we knew it, we

were like, "Whoa! I guess I really did learn something!" Not only

did you teach us about science, you put us in real case scenarios

and helped prepare us for high school and even college. But even

further than that, you were like a friend to me. That might scare

you a little, but you really remind me of myself, and I hope I

grow up to be at least a little like you. I feel like you genuinely

care about your students and sincerely enjoy your job. ...Thank

you for being such a great teacher and friend. You have sincerely

contributed to the "awesomeness" of these years. Thanks 1000

times. (Stronge, 2002)

Analysis 1
1. The student considers her teacher great. List down the teacher's

behavioral traits that made learning fun.

2. In a survey that was conducted in 1996, almost 1000 students between

the ages of 13 and 17 were asked to identify characteristics of best

and worst teachers. The students responded that the number one

characteristic of good teachers is their sense of humor. The others

are "make the class interesting, have knowledge of their subjects,

explain things clearly, and spend time helping students." The number

one characteristic of their worst teachers was that they are "dull

and boring". The next four are: "do not explain things clearly, show

favoritism toward students; have a poor attitude and expect too much

from students." (National Association of Secondary School Principals.

1997. Students Say: What Makes a Good Teacher? Publication

Information: NASSP Bulletin, May/June 1997, 15-17.)

Do you find any similarities with your list in # 1?

Activity 2
Recall an experience where, because of a classmate, you

were:

- motivated or encouraged to come to class.

- turned off/afraid to come to class.

Share your experiences with your small group.

Module 22-Human Environmental Factors Affecting Motivation
A teacher's
Analysis 2 positive
affective traits
1. Is there any experience on bullying that was shared? If yes, such as caring,
understanding
what are the various forms of bullying? ,

2. How does bullying affect the students' need to belong to a genuine

respect,
learning community? enthusiasm,
and
3. Is calling a classmate promdi and barriotic a form of bullying?
professionalis
Activity 3 m; the
students'
Divide the class into small discussion groups. Some groups will be asked sense of
belonging to a
o jot down behavioral traits of parents who are supportive of their children's learning

studies. The other groups will be asked to list down behavioral traits of community;
and parents'
parents who are not very supportive.
supportive
behavior
definitely
Those groups who worked on supportive parents come together to make
create a
a tally of the behavioral traits and compare.Collate the output then present learning
environment
itto the whole class. The same thing is expected of those groups who worked that is
facilitative
on unsupportive parents.
of learning.
Analysis 3 The contrast
of these
1. In your tally of behavioral traits, which traits (both positive produces a
counterprodu
and negative) are on top? Study your top positive and negative ctive learning
environment.
behavioral traits. Are the results consistent?

2. As a teacher and as a future parent, what message can you read

from your list of behavioral traits?

Abstraction/Generalization
Teacher's Affective Traits

-Studies suggest that management and instructional processes are key

to facilitating learning but many interview responses, like the letter at the

beginning of this module, emphasize the teacher's affective characteristics or

social and emotional behaviors, more than pedagogical practice. Some of your

teachers were motivating and inspiring. Others were not.

You are grateful to those who motivated and inspired you. You must also

be grateful to those who were not as motivating and inspiring. In a way, they

also,helped you become better persons in the sense that you strived to become

better than them.

Researches cite the following affective characteristics of effective teachers

these produces a

（lames H. Stronge,2002):

● Caring-Specific attributes that show caring are:

-sympathetic listening to students not only about life inside the

classroom but more about students' lives in general

-understanding of students' questions and concerns.

-knowing students individually, their likes and dislikes, and

personal situations affecting behavior and performance.

FAGILITATING LEARNING

● Fairness and respect - These are shown in specific behaviors like:

treating students as people

nvoiding the usc of ridicule and preventing situations in which

students lose respect in front of their pecrs

。 practicing gender, racial and ethnic fairness

－ providing students with opportunities for them to participate and

to succeed

● Social internctions with students - The specific behaviors of a

fheilitative social interaction are:

－ consistently behaving in a friendly, personal manner while

muintaining professional distance with students

－ working with students not for the students

interacting productively by giving students responsibility and

respect

－ allowing students to participate in decision making

－ willing to participate in class activities and demonstrating a

sensc of fun

－ having a sensc of humor and is willing to share jokes

● Enthusiasm and motivation for learning shown in:

－ encouraging students to be responsible for their own learning

－ maintuining an organized classroom environment

· setting high standards

－ ussigning appropriate challenges

 － providing reinforcement and encouragement during tasks

● Attitude toward the teaching profession

－ having dual commitment to personal learning and to students'

learning anchored on the belief that all students can learn

Reflectite －helping students, succeed by using differentiated instruction

•Practice
reviewing and － working collaboratively with colleagues and other staff
thinking on
－ serving as an cxample of a lifelong learner to his/her students and
his/her
teaching collcagucs
process.
● Positive expectations of students manifested in:
•effecting
feedback from striving to make all students feel competent
other in
inþerest of communicating positive expectations to students, i.e., they will be
teaching and
successful
learning.
having high personal teaching efficacy shown in their belief that

thcy can cause all students to learn.

others in thir

● Reflective Practice

－ revicwing and thinking on his/her teaching process

－ eliciting feedback from others in the interest of teaching and learning.

Classmates- Bullying and the Need to Belong

Students form part of the human environment of the learner. In fact, they

far outnumber the teachers in the learning environment.

The need to belong is a basic human need. Students who are accepted
 by teachers and elassmates feel they belong to the class. Students who feel

Module 22-Human Environmental Factors Affocting Motlvation

That hey are pat of the class look forward to attending and purticipnting in

Class. The sense of belongingness enhances their leam n and performance.

he prevalence of bullying,however,obstructs he Creg ion of a lcnrning

community where everyone feel that they belong. With bullying in schools.

he leaming environment cannot be safe. Then by all means, bullying should

be climinated in schools. Bullying take5 on several forms, It can be mild,it

cen be intense or deeply-seated and highly violent. Today, safcty in schools

is being raised all over the world.

Parents as Part of the Learners' Human Learning Environment

The learner spends at least six hours in schoól. The rest, s/he spends at

bome.Parents,therefore,aresupposed to have more opportunity to be with

tbeir children than teachers.How many of our parents use this opportunity to

support their children in their studies?

What parents'behavioral traits are supportive of their children's learning?

Parents who are supportive of their children's learning are obscrved to do the

following:

●Follow up status of their children's performance

●Supervise their children in their homework/project

●Check their children's notebooks

●Review their children's corrected seat works and test papers

 ●Attend conferences for Parents,Teachers and Community

～Association(PTCA)

●Are willing to spend on children's projects and to get involved

in school activities

●Participate actively in school-community projects

●Confer with their children's teachers when necessary

●Are aware of their children's activities in school

●Meet the friends of their children

●Invite their children's friends at home

Unsupportive parent behaviors are the opposite of all those listed

above.

The interaction between the learner and the teacher,among the learners,

and among the learner,teacher and parents affect the learner's motivation.

Whether the climate that comes as a by-product of the interactions nurtures

or obstructs learning depends on the quality of these interactions.

Synapse Strengtheners

1. Rev. Father joseph V. Landy, SJ, in his book "letter to a Young Teacher: the art of being
interesting",cites 5 element that are specially useful for gaining attention in the classroom to wit:
1)Activity, 2)The reality, 3)the vital, 4) The humor and 5) the novelity.

these element found in the effective traits of the facilitating teacher

given by stronge in this module?

2. make clipping of articles on school bullying. react to one article of your choice.

3. read Dep-Ed order 40 s.2012 Dep-Ed Child protection policy.

Name:__________Yr. & Sec._____

APPLICATION

1. "The Quality of teacher-student relationship is the key to all other aspect of classroom management",
say recognized expert in classroom

management, Robert Marzano. Do the teacher's effective traits have something to do that quality
teacher-student relationship? explain your answer.

2. By means of graphic organizer, list down behavior traits of parent who are supportive in children's
studies.
Research Connection

Reada research or study related to environmental factors in motivation. fill out the matrix below.

finding

Problem Research methodology

Tittle and source:(complete APA bibliographical entry format)

Finding Conclusion/Recomendation
Module 23 - The Classroom Climate

Assessment Task/s

1. Compose a song or a poem about a highly motivating teacher. Present your output

in class.

2. Complete this statement. A caring teacher_____________ concrete behavior

3. Dramatize some forms of bullying in schools.

• Ask those who took part in the dramatization – How did you feel? Were you

happy about it? Any action to take from here?

• Ask those who watched the dramatization – How did you feel while he

dramatization was going on? In real life, would you do as the bully did. Why of

why not?

• Compose a song that is anti-bullying. Highlight the basic human need to belong.

4. Some students will be asked to pantomime learning-supportive and learning-

unsupportive behaviors of parents. The rest of the class will be asked to identify the

behavior that was pantomimed.

• Discuss the effects of these behaviors on children's motivation to study and

achieve.

• Share lessons learned.

5-minute non-stop writing
Your 5- minutes non-stop writing begins now!

From the module on human environmental factors, I realized that.....