Certificate No.

AJA19-0226

BIO-PSYCHO FOUNDATIONS
(MAED 603)

CHAPTER 6
Motivation and Learning

Reporters:

RONNEAL B. RAMILO

NIÑO M. BALDAGO

PAUL OBREY C. CEBRERO

ADELINA T. ABIERA

MANILYN A. DELA CRUZ

MAED Student

PROF. JEAN C. AFABLE

Professor
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I. Introduction

Welcome, to a realm where curiosity knows no bounds and the pursuit of knowledge is
a never-ending adventure. We embark on a quest to ignite the flame within, to awaken the
dormant potential that resides within each of us.

Learning is the cornerstone of human advancement—a catalyst for growth,

innovation, and transformation. It is a journey that transcends boundaries, opening doors to
new worlds of understanding and possibility. Yet, at its core, learning is not merely about
acquiring information; it is a deeply personal and empowering experience.

What drives us to learn? What fuels our motivation to explore the vast expanse of
human knowledge? The answer lies within the very essence of our being—the innate desire
to grow, to evolve, and to make sense of the world around us. It is this insatiable thirst for
understanding that propels us forward, guiding us along the path of discovery.

But motivation is more than just a fleeting spark; it is the fuel that sustains us
through the challenges and obstacles that inevitably arise on our journey. It is the
unwavering belief in our ability to learn and grow, even in the face of adversity. It is the
recognition that every obstacle is an opportunity, every setback a chance to learn and
improve.

So, how do we nurture and harness this powerful force within us? How do we keep
the flames of motivation burning bright, even in the darkest of times? The answer lies in
cultivating a mindset of resilience, curiosity, and self-belief. It is about setting goals that
inspire us, breaking down barriers that hold us back, and embracing failure as a
steppingstone to success.

As we embark on this journey together, let us remember that learning is not a

destination, but a lifelong adventure—a continuous cycle of discovery, growth, and self-
improvement. Let us embrace the challenges that lie ahead, knowing that each obstacle we
overcome brings us one step closer to realizing our full potential.

So, my fellow adventurers, are you ready to embark on this quest for knowledge and
self-discovery? Are you ready to unlock the limitless potential that lies within you? If so,
then let us journey forth together, guided by our passion for learning and our unwavering
commitment to personal growth.

II. Objectives

 To discuss the nature of learning.

 To describe the importance of motivation

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 To differentiate motivation from motive and incentive.

 Identify the classes of motivation.
 Enumerate the classes of motives.
 Discuss the Management and Motivation.
 Frame the context for understanding the concept of motivation, particularly who and
what motivates employees;
 Provide an overview of the different theories of motivation;
 Identify extrinsic and intrinsic factors that impact motivation;
 Suggest strategies to enhance employee motivation.
 Explain the different strategies on how to increase learning motivation

III. Content

TOPIC: 6.1 The Nature of Learning

PREPARED BY: RONNEAL B. RAMILO

Learning is the acquisition of habits, knowledge and attitudes. It involves new ways
of doing things and it operates in individuals attempts to overcome barrier or to adjust new
situations. It represents progressive changes in behavior. It enables him to satisfy interests to
attain goals. (Crow & crow).

NATURE OF LEARNING

 Learning is Universal

Every creature that lives learns. Man learns most. The human nervous system is very
complex, so are human reactions and so are human acquisition.

 Learning is Through Experience

Learning always involves some kind of experience, direct or indirect.

 Learning is from all sides

Today learning is from all sides. Children learn from parents, teachers, environment,
nature, media, etc.

 Learning is Continuous

It denotes the lifelong nature of learning. Every day new situations are faced, and the
individual has to bring essential changes in his style of behavior adopted to tackle
them. Learning is birth to death.

 Learning results in Change in Behavior

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It is a change of behavior influenced by previous behavior. It is any activity that

leaves a more or less permanent effect on later activity.

 Learning is an adjustment

Learning helps the individual to adjust himself adequately to the new situations. Most
learning in children consists in modifying, adapting, and developing their original
nature. In later life the individuals acquire new forms of behavior.

 Learning comes about as a result of practice

It is the basis of drill and practice. It has been proven that students learn best and
retain information longer when they have meaningful practice and repetition. Every
time practice occurs, learning continues.

 Learning is a relatively Permanent Change

After a rat wake up from his nap, he still remembers the path to the food. Even if we
have been on a bicycle for years, in just a few minutes practice we can be quite
proficient again.

 Learning as Growth and Development

It is never ending growth and development. At reach stage the learner acquires new
visions of his future growth and news ideals of achievement in the direction of his
effort.

According to Woodworth, “All activity can be called learning so far as it develops the
individuals.

 Learning is not directly observable

The only way to study learning is through some observable behavior. We cannot
observe learning; we see only what precedes performance, the performance itself, and
the consequences of performance.

TOPIC: 6.2 The Nature of Learning

6.3 Motivation as difference from Motive and Incentive
PREPARED BY: NIÑO M. BALDAGO

MOTIVATION

 Derived from Latin word movere, which means to move.

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 Stephen P. Robbins— “the willingness to exert high levels of effort towards

organizational goals, conditioned by the effort’s ability to satisfy some individual
needs.”
 It is defined as a driving force that initiates and directs behavior.
 Motivation is a kind of internal energy which drives a person to do something in order
to achieve something.
 It is a temporal or dynamic state within a person which is not concerned with his/her
personality.

TYPES OF MOTIVATION

Extrinsic Motivations

Are those that arise from outside of the individual and often involve rewards such as
trophies, money, social recognition, or praises?

Intrinsic Motivations

Are those that arise from within the individual, such as doing a complicated
crossword puzzle purely for the personal gratification of solving problem?

THE IMPORTANCE OF MOTIVATION

 Directs activities towards the achievement of a goal.

 Controls and directs human behavior.
 Inculcates spiritual and moral values in the minds of the young.
 Gives satisfaction and happiness to the individual.

MOTIVATION AS DIFFERENTIATED FROM MOTIVE AND INCENTIVE

MOTIVE

 A disposition, tendency, desire, or aspiration.

 A drive or impulse, an attitude that arouses interests, and sustains and regulates
behavior.
 It is internal, within an individual, has a definite goal to achieve.

INCENTIVE

o An external benefit or reward of some kind derived from an activity.

o May come in the form of social approval as praise, good grades, honors, scholarships,
medals and the like.

TOPIC: 6.4 Classes of Motivation

6.5 Classes of Motives
PREPARED BY: PAUL OBREY C. CEBRERO
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CLASSES OF MOTIVATION
Here are the four different types of motivation:
1. Extrinsic Motivation - arises from external factors or rewards.
2. Intrinsic Motivation - comes from within an individual and involves engaging in
an activity for its own sake.
3. Introjected Motivation - occurs when individuals are driven by internal
pressures, like guilt or societal expectations.
4. Identified Motivation - involves a conscious recognition and acceptance of the
value or importance of a goal.

CLASSESS OF MOTIVES
Psychologists have divided motives into three types:
1. BIOLOGICAL MOTIVES
These motives are essential for the survival of the organism. Such
motives are triggered when there is imbalance in the body. The body always
tends to maintain a state of equilibrium called “homeostasis” in many of its
internal physiological processes.
Hunger Motive
Thirst Motive
Need for Oxygen
Motive for Regulation of Body Temperature
Need for Sleep
Need for Avoidance of Pain
Drive for Elimination of Waste
Sex Motive
Maternal Drive

2. SOCIAL MOTIVES
These motives are influenced by social interactions and relationships.
Examples include the desire for companionship, acceptance, or the need for
approval from others.
Achievement Motive
Aggressive Motive
Power Motive
Acquisitive Motive
Curiosity Motive
Gregariousness

3. PERSONAL MOTIVES
There are some other motives which are allied with both of the above
said motives. The following are highly personalized and very much
individualized motives.
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Force of Habits
Goals of Life
Levels of Aspirations
Attitudes and Interests

6.6 Motivation and Management

PREPARED BY: ADELINA T. ABIERA

Motivation – The Concept

According to Webster’s New Collegiate Dictionary, a motive is “something (a need or
desire) that causes a person to act”. Motivate, in turn, means “to provide with a motive”, and
motivation is defined as “the act or process of motivating”. Thus, motivation is the act or
process of providing a motive that causes a person to take some action.
This definition raises a couple of basic questions.
1.What are rewards?
2.Is everybody motivated?
Theories of MOTIVATION
 Needs-Based Theories of Motivation

A. Maslow’s Hierarchy of Needs

Maslow (1994) postulated a hierarchy of needs that progresses from the lowest,
subsistence-level needs to highest level of awareness.
1.Physiological Needs
2.Safety Needs
3.Belonging Needs
4.Esteem
5.Self-Actualization Needs
The movement from one level to the next was termed satisfaction progression by Maslow,
and it was assumed that over time individuals were motivated to continually progress upward
through this level.
B. Alderfer’s ERG Theory
The three (3) components identified by Alderfer (1972) drew upon Maslow’s Theory, but
also suggested that individuals where motivated to move forward and backward through the
levels in terms of motivators.
1.Existence – related to Maslow’s first two needs, combining physiological and safety needs
into one level.
2.Relatedness – addressed the belonging needs.
3.Growth – pertains to the last two needs, thereby combining esteem and self-actualization.
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Alderfer also added his frustration-regression principle which postulated that individuals
would move in and out of the various levels, depending upon the extent to which their needs
were being met.
C. Herzberg’s Two Factor Theory
Herzberg (2003) further modified Maslow’s need theory and consolidated down to areas
of needs that motivated employees. These were termed.
1.Hygiene
These were characterized as lower-level motivators and include, for example, “company and
administration, supervision, interpersonal relationship, working condition, salary, status, and
security”.
2.Motivators
These emphasized higher level factors and focused on aspect of work, such as “achievement,
recognition for achievements, the work itself, responsibly and growth advancement”.
D. McClelland’s Acquired Needs Theory
The idea here is that needs are acquired throughout life. That is, needs are not innate, but
are learned or developed as a result of one’s life experiences (McClelland’s, 1985). This
theory focuses on three types of needs:
 Needs for achievements -which emphasize the desires for success, for mastering
tasks, and for attaining goals;
 Needs for affiliation – which focuses on the desire for relation- ships and associations
with others; and,
 Needs for power – which relates to the desires for responsibility for, control of, and
authority over others.
EXTRINSIC FACTOR THEORIES OF MOTIVATION
 Another approach to understanding motivation focuses on external factors and their
role in understanding employee motivation. The best known of these is:
REINFORCEMENT THEORY – B.F Skinner (1953) studied human behavior and
 Proposed that individuals are motivated when their behaviors are reinforced. His
theory is comprised of four types of reinforcement. While the last two address
undesirable behaviors:

 POSITIVE REINFORCEMENT – Relates to taking action that rewards positive

behaviors;

 AVOIDANCE LEARNING – Occurs when action are taken to reward behaviors that
avoid undesirable or negative behaviors. This is something referred to as negative
reinforcement:

 PUNISHMENT – Includes action designed to reduce undesirable behaviors by

creating negatives consequences for the individual; and, Extinction – represent the
removal of positive rewards for undesirable behaviors.
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 The primary criticism of the reinforcement approach is that it fails to account for
employees’ abilities to think critically and reason, both of which are important aspect
of human motivation. While reinforcement theory may be applicable in animals, it
doesn’t account for the higher level of cognition that occurs in humans.
INTRINSIC FACTOR THEORIES OF MOTIVATION
 Theories that are based on intrinsic or endogenous factors focus on inter- nal thought
processes and perception about motivation. Several of these are highlighted below:
 ADAM’S EQUITY THEORY – Which proposes that individuals are motivated
when they perceive that they are treated equitable in comparison to others within the
organization (Adams, 1963);

 VROOM’S EXPECTANCY THEORY – Which addresses the expectation of

individuals and hypothesizes that they are motivated by performance and the expected
outcomes of their own behaviors (Vroom, 1964); and,

 LOCKE’S GOAL SETTING THEORY – Which hypothesizes that by establishing

individuals are motivated to act to achieve those goals (Locke & Latham, 1990).
While each of these theories deals with a particular aspect of motivation, it seems unrealistic
to address them in isolation, since these factors often do come into play in and are important
to employee motivation at one time or another.

MANAGEMENT THEORIES OF MOTIVATION

 Other approaches to motivation are driven by aspect of management, such as
productivity, human resources, and other consideration. Most notable in this regard
are the following:

 SCIENTIFIC MANAGEMENT THEORY – Frederick Taylor’s ideas, put into

practice by the Gilbreath in the film Cheaper by the Dozen, focused on studying job
processes, determining the most efficient means of performing them, and in turn
rewarding employees for their productivity and hard work. This theory assumes that
people are motivated and able to continually work harder and more efficiently and
that employees should be paid based on the amount and quality of the work
performed. Over time, this approach is limited by the capacity of employees to
continue to increase the quantity of work produced without sacrificing the quality.

 MCGREGOR’S THEORY X AND THEORY Y – This approach again draws upon

the work of Herzberg and develop a human resources management approach to
motivation this theory first classifies man- agers into one of two groups. Theory x
managers view employees as unmotivated and disliking of working. Under the theory
x approach the manager’s role is to focus on the hygiene’s and to control and direct
employees; it assumes that employees are mainly concerned about safety. In contrast,
Theory Y managers focus on Herzberg’s motivation and work to assist employees in
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achieving these higher levels. In assessing this theory, researchers have found that
motivation from this either perspective is short.
 OUCHI’S THEORY Z – This theory is rooted in the idea that employees who are
involved in and committed to an organization will be motivated to increase
productivity. Based on the Japanese approach to the management and motivation,
Theory Z managers provide re- wards, such as long-term employment, promotion
from within, participatory management, and other techniques to motivate employees
(Ouchi, 1981).

 While all of these theories are helpful in understanding management and motivation
from a conceptual perspective, it is important to recognize the most managers draw
upon a combination of needs, extrinsic factors, and intrinsic factors in an effort to help
motivate employee, to help employees meet their own personal needs and goals, and
ultimately to achieve effectiveness and balance within the organization.

 Managers typically consider most of the aspect upon which these theories focus. That
is, expectancy, goal setting, performance, feedback, equity, satisfaction, commitment,
and other characteristics are considered in the process of motivating employees.

A BIT MORE ABOUT INCENTIVES AND REWARDS

 Throughout this chapter we have discussed what motivates employees. As the
previous discussion indicates, motivation for employees results from a combination of
incentives that take the form of extrinsic and intrinsic re- wards. These topics warrant
a bit more discussion.
EXTRINSIC REWARDS
There are a host of external things that managers can provide that may serve as incentives for
employees to increase their productivity. These includes:
 Money – In the form of pay, bonuses, stock options, etc.
 Benefits – Also in many different forms, including health insurance vacation, sick
leave retirement accounts, etc. Increasingly benefits are offered under some of
cafeteria plans, allowing employees flexibility in what can be selected and in the
management of their own benefit package.
 Flexible schedule.
 Job responsibilities and duties.
 Promotion.
 Change in status – Conveyed either by changes in job titles or in new and different
job responsibilities.
 Supervision of others.
 Praise and feedback.
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 A good boss.
 A strong leader.
 Others inspirational people.
 A nurturing organizational culture.

As this list demonstrates, extrinsic reward are all tangible types of rewards. Intrinsic rewards
stands in marked contrast to these.
INTRINSIC REWARDS
 Intrinsic rewards – Are internal to the individual and are in many ways less tangible.
In fact, they are highly subjective, in that they represent how the individual perceives
and feels about work and its value. Five types of intrinsic rewards that have been
summarized by Manion (2005) include:
 Healthy relationships – In which employees are able to develop a sense of
connection with others in the workplace.
 Meaningful work – Where employees feel that they make a difference in people’s
lives. This is typically a motivators for people to enter and stay employed in the
healthcare industry. This type of work is viewed as that in which the meaningful tasks
outweigh the meaningless. This reinforce the mantra Herzberg first espoused in 1968,
and revisited in a 2003 issue of the Harvard business Review, in which he started:
“forget praise. Forget punishment. Forget cash. You need to make their jobs more
interesting,” As paperwork in health care has increased, managers need to be aware
that such tasks detract from the meaningfulness quotient.
 Competence – Where employees are encouraged to develop skills that enable them to
perform at or above standards, preferably the latter.
 Choice – Where employees are encouraged to participate in the organization in
various ways, such as by expressing their views and options, sharing in decision
making, and finding other ways to facilitate participatory approaches to problem
solving, goal setting and the like.
 Progress – Where managers find ways to hold employees account- able, facilitate
their ability to make headway towards completing their assigned tasks, and celebrate
when progress is made towards completing important milestones within a project.
Intrinsic rewards, coupled with extrinsic ones, lead to high personal satisfaction and serve as
motivators for most employees.
MISCONCEPTIONS ABOUT MOTIVATION AND EMPLOYEE SATISFACTION
 Managers tend to have many misconceptions about motivation. As health- care
managers, it is important to assess and understand such misconception in an effort to
become more effective managers and to not perpetuate myths about motivation. For
example, research indicates that managers typically make incorrect assumptions about
what motivates their employees Morse (2003) states that “managers are not as good at
judging employee motivation as they think they are. In fact people from all walks of
life seem to consistently misunderstanding what drives employee motivation.”
MOTIVATIONAL STRATEGIES
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 The literature provides an array of strategies for managers to use in seek- ing to help
motivate individuals. Individuals. Some of these seem very obvious, while others
represent the “tried and true” approaches to management. Still oth- ers represent
innovations. No matter, they are worth enumerating here.
 Expect the best. People live up to the expectations they and others have of them.
Henry ford said it best: “whether you think you can or you think you can’t you’re
right!” (Manion, 2005, p. 292).
 Reward the desired behavior. Make sure that rewards are not given for undesirable
behavior and be sure to use many different types of re-ward to achieve the desired
outcomes (Manion, 2005, p. 295).
 Create a “FUN (focused, Unpredictable, and Novel) approach. Atchison (2003, p. 21)
suggest using money for a variety of creative employee rewards, such as giving $50
gift certificates to a shopping center in recognition of employees’ exceeding expected
patient outcomes.
 Reward employees in ways that enhance performance and motivate them. Don’t waste
money on traditional types of recognition though these are viewed as being nice, they
don’t motivate (Atchison, 2003). Money is better spent on true reward for specific
types of performance and outcomes.
 Tailor rewards. As mentioned in the previous section, Atchison (2003) steers
managers.
6.7 INCREASING LEARNING MOTIVATION
PREPARED BY: ADELINA T. ABIERA

1. Give students a sense of control

While guidance form a teacher is important to keeping kids on task and motivated,
allowing students to have some choice and control over what happens in the
classroom is actually one of the best ways to keep them engaged.

2. Be clear about learning objectives

Students want and need to know what is expected of them in order to stay motivated
to work.
3. Create a threat – free environment
When teachers create a safe, supportive environment for students.
4. Change your scenery
To renew interest in the subject matter or just in learning in general, give your
students a chance to get out of the classroom.
5. Offer varied experiences.
6. Give students responsibility - Competition in the classroom isn’t always a bad thing,
and in some cases can motivate students to try harder and work excel.
7. Offer rewards
8. Give students responsibility - Assigning student classroom job is a great way to
build a community and to give students a sense of motivation.
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9. Allow students to work together - Social interaction can get them excited about
things in the classroom and students can motivate one another to reach a goal.
10. Give praise when earned
11. Encourage self-reflection
One way to motivate your students is to get them to take a hard look at themselves
and determine their own strength and weakness.
12. Model enthusiasm for learning! - When your excited about teaching, they’ll be
much ,more excited about learning, it’s that simple.
13. Know your students
14. Harness student interests - Teachers can use these interests to make things more
interesting and relatable to students, keeping students motivated for longer.
15. Help students find intrinsic motivation - It can be great to help students get
motivated, but at the end of the day, they need to be able generate their own
motivation.
16. Manage students - Offer support no matter what the end results is and ensure that
students don’t feel so overwhelmed by expectations that they just give up.
17. Make goals high but attainable
18. Give learning feedback and offer chances to improve
19. Track progress - Tracking can come in handy in the classroom, not only for teachers
but also for students. Teachers can use this as a way to motivate students, allowing
them to see visually just how much they are learning and improving as the year goes
on.
20. Make things fun
21. Provide opportunity for success - Make sure that all students get a chance to play to
their strengths and feel included and valued. It can make a world of difference in their
motivation.
6.7 MANAGING THE LEARNING ENVIRONMENT
PREPARED BY: MANILYN A. DELA CRUZ

A learning environment encompasses the diverse physical locations, contexts, and cultures
in which students learn. It extends beyond the traditional classroom setting and includes
various settings such as outdoor environments and other non-traditional spaces. Let’s explore
the components of an effective learning environment:
1. Learner Characteristics: Recognize that students learn in different ways and adapt
to their needs and preferences.
2. Goals for Teaching and Learning: Define clear learning objectives and outcomes.
3. Learning Activities: Design engaging activities that support learning.
4. Assessment Strategies: Choose appropriate methods to measure and drive learning.
5. Culture: Consider the ethos and characteristics of the learning environment,
including how individuals interact with each other.
6. Resources: Utilize available resources effectively.
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7. Technology: Integrate technology to enhance learning experiences.

8. Content Structure: Organize content logically.
9. Feedback Mechanisms: Provide timely and constructive feedback.
10. Ethical Behavior: Foster ethical conduct within the learning environment.
Creating a model of a learning environment involves considering all these components and
their interplay. It serves as a heuristic device to provide a comprehensive view of the
teaching context for a specific course or program, shaped by the instructor’s unique
perspective on learning. Remember, there is no single optimum learning environment; the
possibilities are endless!

Figure A.2.2 A learning environment from a teacher’s perspective

A LEARNING ENVIRONMENT FROM A TEACHER’S PERSPECTIVE

Managing the classroom
One of the greatest challenges for beginning teachers is creating an environment focused on
learning and teaching. It is more than managing the behaviour of students - it involves
creating an optimal classroom environment where learning and teaching can take place
effectively.
Creating an effective classroom learning environment
Many factors impact on the learning environment including:
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 Putting routines in place

 Interacting with students
 Negotiating rules with students
 Ensuring the rules are consistently and fairly carried out
 Arranging classroom furniture.
There are three areas that provide a useful set of organisers when considering the range of
factors that influence the creation of an effective classroom learning environment: structure,
instruction and discipline.
1. Structure – refers to organizational practices, routines, and procedures that form a
platform for daily activities.
2. Instruction –refers to the delivery of content using the knowledge of students, how they
learn, the subject content and how to teach it. When students are engaged in their lessons,
disruptions are minimal.

 Conversely, monotonous, dull lessons create boredom, which in turn leads students to
seek out distractions.
 Effective teachers are enthusiastic, they know their curriculum, they take their
student's needs and interests into account when planning, and they use a variety of
teaching methods. Examples include striking a balance between variety and challenge
in student activities, and increasing student engagement in learning and making good
use of every instructional moment.
3. Discipline –refers to the approaches and strategies teachers use to guide and promote
constructive student behaviour.

 Discipline is as immediate as correcting misbehaviour and as far-reaching as

developing a trusting relationship.
 Discipline involves more than simply reacting to misbehaviour and punishing
recalcitrant students - discipline is proactive and educational.
 Effective disciplinary practices teach students how to manage their feelings, behave
appropriately, and respect other's rights. Examples include heightening the awareness
of all actions and activities in the classroom using consistent, proactive disciplinary
practices, and anticipating potential problems to limit disruptions and resolve minor
disruptions before they become major problems.
Henley asserts that focusing on a combination of structure, instruction, discipline has a
dynamic effect on the learning environment. Everything that transpires in a classroom -
moment to moment, day to day, and week to week - is influenced by the teacher's approach to
these 3 areas.

Proactive teachers
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Proactive teachers accept responsibility for their student's successes and their student's
failures. They:
 Take a solution-oriented approach. Proactive teachers find solutions - they recognise
that while there are often explanations for student's difficulties, they do not use these
explanations as excuses.
 Adopt a can-do attitude. Proactive teachers have a strong belief in their students, do
not give up on them and maintain a 'no-excuses' attitude toward their learning.
 Make wise choices. Proactive teachers make wise choices about the use of structure,
instruction and discipline in ways that facilitate learning.
 Acknowledge the needs and rights and expectations of students. Proactive teachers
acknowledge the students' basic needs, including survival, belonging, power, fun, and
freedom. They establish optimal learning environments and expect high standards of
behaviour.
 Acknowledge teacher needs and rights and expectations. Proactive teachers
acknowledge that a teacher needs the full attention of each student and that they have
the right to establish optimal learning environments. They expect behaviour that
contributes to optimal student growth.
Preventing misbehaviour
Preventing misbehaviour from the outset can make a real difference to the successful
management of classroom behaviour. This finding emerged from 2 seminal studies on
classroom management by Kounin.
Preventative measures
Kounin identified 6 key strategies that teachers can use as preventative measures:
1. The ripple effect
2. Withitness
3. Overlapping
4. Transitions
5. Group focus/ alerting
6. Satiation.
How to respond to misbehaviour
Misbehaviour and misunderstanding can still occur even when an effective teacher
anticipates and monitors student learning and behaviour.
It's vital to handle misbehaviour promptly so it can't continue and spread. Ideally,
teachers handle any misbehaviour without unnecessarily disrupting the lesson - and lessons
continue while the misbehaviour is handled.
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Student success comes from a positive learning environment.

IV. SUMMARY
Nature of Learning:
Learning is a multifaceted process of discovery and growth, encompassing
formal education, everyday experiences, and personal exploration. It is dynamic,
individualized, and driven by curiosity, resilience, and a thirst for understanding.
Importance of Motivation:
Motivation is the driving force behind learning, fueling engagement,
persistence, and achievement. It empowers learners to overcome challenges, pursue
goals, and embrace opportunities for growth. Motivated learners are more likely to be
proactive, resilient, and successful in their educational pursuits.
Motivation vs. Motive vs. Incentive:
Motivation: The internal drive or desire that energizes and directs behavior towards a
specific goal or outcome.
Motive: The underlying reason or purpose behind an individual's actions or choices,
often influenced by personal beliefs, values, and needs.
Incentive: External stimuli or rewards that encourage or reinforce certain behaviors,
often used to motivate individuals to achieve specific goals or outcomes.
Classes of Motivation:
Motivation can be categorized into two broad classes:
Intrinsic Motivation: Driven by internal factors such as curiosity, interest, and
enjoyment of the task itself.
Extrinsic Motivation: Driven by external factors such as rewards, recognition, or
avoidance of punishment.
Classes of Motives:
Motives are typically classified into three primary categories:
Biological Motives: Arise from physiological needs such as hunger, thirst, and sleep.
Social Motives: Stem from the desire for belonging, affiliation, and social interaction.
Achievement Motives: Driven by the pursuit of personal goals, mastery, and success.
Motivation and Management:
In the context of management, motivation plays a crucial role in influencing employee
behavior, productivity, and job satisfaction. Effective managers understand the
diverse needs and motivations of their team members, and they utilize strategies such
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as goal-setting, feedback, and recognition to foster a positive work environment and

enhance motivation.
Increasing Learner Motivation:
To increase learner motivation, educators can employ various strategies:
Foster a supportive and inclusive learning environment.
Set clear and challenging goals that align with learners' interests and abilities.
Provide meaningful feedback and recognition for effort and progress.
Incorporate interactive and engaging teaching methods, such as hands-on activities,
group discussions, and real-world applications.
Offer choice and autonomy in learning tasks and assignments.
Tap into learners' intrinsic interests and passions, making connections to real-life
relevance and personal goals.
Cultivate a growth mindset that emphasizes the value of effort, perseverance, and
resilience in the face of challenges.
Establish a sense of community and collaboration among learners, encouraging peer
support and social interaction.
By understanding the nature of learning, the importance of motivation, and
effective strategies for increasing learner engagement, educators and managers can
create environments that inspire curiosity, foster growth, and empower individuals to
reach their full potential.
Managing the learning environment
is essential for creating a conducive atmosphere for effective teaching and
learning. It involves establishing clear expectations, fostering a positive and inclusive
atmosphere, maintaining discipline, and utilizing appropriate instructional strategies.
Key components include:
1. Establishing Clear Expectations: Communicate classroom rules, routines,
and academic expectations clearly to students from the outset.
2. Fostering a Positive Atmosphere: Create a supportive and inclusive
learning environment where students feel safe to express themselves, take
risks, and learn from mistakes.
3. Maintaining Discipline: Consistently enforce rules and consequences to
ensure a respectful and orderly classroom environment conducive to
learning.
4. Utilizing Instructional Strategies: Employ a variety of teaching methods
and technologies to engage students and cater to diverse learning styles
and abilities.
5. Building Relationships: Develop positive relationships with students based
on trust, respect, and empathy, which can enhance motivation and
academic achievement.
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V. ASSESSMENT

1. What is the nature of learning?

2. Why motivation is important?
3. How is motivation different from motive and incentive?
4. Compare and contrast needs-based theories of motivation. Which offers the most value to
healthcare managers?
5. Discuss any limitations of the management approaches to motivation.
6. Which types of rewards are more important—intrinsic or extrinsic?
7. Does the importance of different types of rewards change over time as one progresses through
one’s career?
8. Which myth of motivation is the most important? Are there other myths that you can identify?
9. What motivational strategy would you apply with an employee who you think is capable of
doing the work, but is underperforming?
10. What motivational strategy would you apply with a highly effective employee who you want
to keep performing at a very high level?
11. What are the factors that influence learning motivation? Explain each.
12. Explain briefly the ARCS model of instructional design.
13. Why is it important to manage the learning environment?

VI. REFERENCE

Henley, M. (2009). Introduction to Proactive Classroom Management. Classroom

Management: A Proactive Approach. Upper Saddle River: Pearson.
Canter, L. (1996). Assertive Discipline. Seal Beach, CA: Canter and Associates.

www.edpsyincentive.org/topics/motivation/.com

www.kau.se/en/education/programmes-and-courses/courses

www.courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-
motivation

https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/

https://www2.education.uiowa.edu/html/eportfolio/tep/07e190191folder/
LearningEnvironment/learning_environment.htm

https://facultyinnovate.utexas.edu/instructional-strategies/managing-learning-
environment
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https://usm.maine.edu/agile/managing-your-learning-environment

https://www.gettingsmart.com/2016/08/15-actionable-strategies-for-increasing-student-
motivation-and-engagement/

https://www.researchgate.net/publication/344199983_Motivation_in_Learning

https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_392

https://similardifferent.com/difference-between-motivation-and-incentive/

https://www.verywellmind.com/the-incentive-theory-of-motivation-2795382