Motivation Techniques

1. MOTIVATION TECHNIQUES
2. Motivation • It is a driving force that impels one to react. • This energizes, directs and sustains
student’s behavior. • An invisible moving force that should be imposed by a committed teacher to
his or her students to go beyond their limits. • It does not happen by chance, and it does not occur
at the click of the finger.
3. Intrinsic Motivation • It is called internal motivation. • It is a self-driven type motivation that lasts
for a long time. • It originates from the student’s inner selves or from factors inherent in the task
being performed. • A kind of motivation that must be developed among the learners.
4. Extrinsic Motivation • It is called external motivation. • It originates from the student’s learning
environment or from factors external to the students and unrelated to the task at hand. • This is
not permanent, it needs some sort of continuous reinforcement in the form of a phrase or concrete
rewards.
5. Cultivating Intrinsic Motivation • It is a challenge to every teacher. • The desire to learn is evident
even when the going gets tough like when their grades are not what they expect to receive or the
worst, praises are denied them. • Their reasons for learning emanate from themselves, fueled by
their desire to achieve and succeed in any tasks entrusted to them. • Every teacher is enjoined to
work toward his motivational prowess.
6. Cultivating Intrinsic Motivation • The important thing is not so much that every child should be
taught, as that every child should be given the wisdom to learn. (John Lubbock, 2009) • A teacher
who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold
iron. (Horace Mann) • If you treat an individual as if he is what he ought to be and could be, he will
become what he ought to be and could be. (Goethe)
7. Motivation Techniques G - Glow O - Observe D - Demonstrate E - Engage E - Embrace P - Provide L
- Listen Y - Yield
8. Glow • Don’t lose glow in your everyday teaching. • Making yourself aglow with interest and joy
helps students to be drawn you. • Teacher who have frowning face is not pleasant to behold. •
Many students feel disappointed and demoralized when teachers cast a dagger look on them.
9. Observe • Be very vigilant whether the students perform positively or negatively. • If the students
are performing well, recognized. If students commit mistakes, reprimand them. • It is a matter of
communicating them through constant observations of how they are performing. • Knowledge of
the students that they are observing will help the teacher prevent many conflicts and problems.
10. Demonstrate • Teachers do not project an image of “inapproachability” due to his or her high
standard of compelling the students to perform excellently. • Students should be given the
freedom to be themselves. • Decision making should be the sole task of the teacher.
11. Embrace • Every student should be embraced as your own despite their weakness and
limitations. • A negative remark on a student’s performance is a “sin” against motivation. • “ It
helps when students feel positively toward you. Communicate that you are and will help. Extend to
the students the support necessary to succeed. Encourage learners by being patient yet
determined for their success.” Cruickshank and companions (2009)
12. Engage • Students should be involved in academic learning activities which they could respond to
meaningfully and successfully. • The construction of meaning to the activities is a motivating factor
to be involved actively.
13. Praise • A “sweet music” to a student’s ear is praise. • Negative words spoken by the teacher are
like sharp swords cutting through the heart of students. Once the students are hurt, a sort of
unpleasant relationship between them and the teacher could possibly happen.
14. Listen • Teacher should have an attractive gesture, it should be coupled with a desire to find out
what a student is trying to drive at every time he or she called to recite or share in the class. •
Effective listening is synonymous with taking the students’ responses without interruption,
displaying impatience or rushing the learner.
15. Yield • This is synonymous with the objective acceptance of the students’ feedback or answers. •
Once in a while the teacher must learn how to give way to demands of the students. • The wisdom
of the young should not be underestimated.
16. ARCS • It is mentioned by Keller (1987-1999) as cited by Robert Gagne and companions (2005). • It
is a model of motivational design where A is attention; R-relevance, C-confidence and S is
satisfaction.
17. ARCS Model Categories and Subcategories Attention Perceptual arousal: Inquiry arousal:
Variability: How can I do to capture their interest? How can I stimulate an attitude of inquiry? How
can I use a variety of tactics to maintain their attention? Relevance Goal orientation: Motive
matching: Familiarity: How can I best meet my learner’s needs? How and when can I provide my
learners with appropriate choices, responsibilities, and influences? How can I tie the instruction to
the learners’ experiences?
18. Confidence Learning requirements: Success opportunities: Personal control: How can I assist
in building a positive expectation for success? How will the learning experience support or
enhance the students’ beliefs in their competence? How will the learners clearly know their
success is based upon their efforts and abilities? Satisfaction Intrinsic reinforcement: Extrinsic
rewards: Equity: How can I provide meaningful opportunities for learners to use their newly
acquired knowledge/skill? What will provide reinforcement to the learners’ success? How can I
assist the students in anchoring a positive feeling about their accomplishments?
19. Steps in Motivational Design Motivational Design Steps Specifications 1. Obtain course
information Couse description and rationale Setting and delivery system Instructor information 2.
Obtain audience information Entry skill levels Attitudes toward school or work Attitudes toward
course 3. Analyze audience Motivational profile Root causes Modifiable influences 4. Analyze
existing materials Positive features Deficiencies or problems Related issues
20. 5. List objectives and assessments Motivational design goals Learner behaviors Confirmation
methods 6. List potential tactics Brainstorm list of tactics Beginning, during and end throughout 7.
Select and design tactics Integrated tactics Enhancement tactics Sustaining tactics 8. Integrate
with instruction Combine designs Point of inclusions revisions to be made 9. Select and develop
materials Select available materials Modify to the situation Develop new materials 10. Evaluate
and revise Obtain student reactions Determine satisfaction level Revise if necessary
21. Motivational elements of the Go Deeply Model Elements and Sub- elements Meaningful Process
Questions GLOW Consistency How do I know how well students learned? Interest What can I do to
hold the students’ attention? Joy How can I make learning enjoyable? OBSERVE Focus What can I
share to help them concentrate? Vigilance How can I assist them to be observant of unexpected
events? Visibility How can I make my presence felt?
22. Elements and Sub- elements Meaningful Process Questions DEMONSTRATE Caution How will the
learners be extra prudent in their judgement? Approachability What can I do to overcome their
fears? Autonomy What will provide freedom to the learners’ interaction? ENGAGE Active
participation How can I encourage them to interact well? Involvement What can I do to enhance
their engagement? Collaboration How can I encourage the to share their ideas to others?
23. Elements and Sub- elements Meaningful Process Questions EMBRACE Acceptance What else can
I do to improve that I am not biased? Positive approach How can I win their attention to share?
Communication How can I encourage them to speak their mind? PRAISE Appreciation How can I
best relay my joy in their accomplishment? Confirmation What can I do to sustain their
involvement? Sincerity How will I encourage them to remove their bias feelings?
 24. Elements and Sub- elements Meaningful Process Questions LISTEN Attentiveness What can I do
to enhance their focus? Openness How will encourage them to be accommodating? Patience What
will I provide to develop their control of anger over unresolved problem? YIELD Affirmation How
will I refrain from habitual disagreement? Agreement What will I do to appreciate their negative
comments? Alliance Is there a way to collaborative them?
25. THANK YOU FOR LISTENING
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