HUMAN

ENVIRONMENTAL
FACTORS AFFECTING
MOTIVATION
Presented by:
Kristyn Mandane​
LEARNING OBJECTIVES:
At the end of the discussion, the students should be
able to:
1. Identify Human Environment Factors Affection
Motivation.
2. Describe the teacher’s affective traits
3. Determine the behavioral traits of parents who are
supportive of learning
 INTRODUCTION
If environment is defined as the sum total of one’s
surrounding then environmental factors that affect
student’s motivation include human as well as non-
human factors.
THE IMMEDIATE HUMAN FACTORS
THAT SURROUND THE LEARNER

TEACHERS CLASSMATES PARENTS ​

 TEACHERS 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 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.
 6

RESEARCHERS CITE THE

FOLLOWING AFFECTIVE
CHARACTERISTICS OF THE
EFFECTIVE TEACHERS JAMES
H. STRONGE, 2002.
 CARING
1. Sympathetic listening to students not only about life inside the
classroom but more about student’s live in general.

2. Understanding of student’s questions and concerns.

3. Knowing students individually, their likes and dislikes and

personal situations affecting behavior and performance.
 8

FAIRNESS AND RESPECT

1.Treating students as people
2. Avoiding the use of ridicule and preventing situations in
which students lose respects in front of their peers
3. Practicing gender, racial and ethnic fairness
4. Providing students with opportunities for them to
participate and to succeed
 SOCIAL INTERACTIONS
WITH STUDENTS
1. Consistently behaving in a friendly, personal manner while
maintaining professional distance with students.
2. Working with students not for the students
3.Interacting productively by giving students responsibility and
respect
4. Allowing students to participate in decision making.

5. Having a sense of humor and is willing to share jokes.

6. Willing to participate in class activities and demonstrating a

sense of fun
 ENTHUSIASM AND
MOTIVATION
1. Encouraging students to be responsible for their own learning.
2. Maintain an organized classroom environment
3. Setting high standards
4. Assigning appropriate challenges
5. Providing reinforcement and encouragement during tasks
 ATTITUDE TOWARD THE
TEACHING PROFESSION
1. Having dual commitment to personal learning and to students
anchored on the beliefs that all student can learn
2. Helping students succeed by using differentiated instruction
3. Working collaboration with colleagues and other staff
4. Serving as an example of a lifelong learner to his/her students
and colleagues
 POSITIVE EXPECTATIONS
OF STUDENTS
1. Striving to make all students feel competent
2. Having high personal teaching efficacy shown in their belief that
they can cause all students all students to learn
3. Communication positive expectations to students, i.e., they will
be successful
 REFLECTIVE PRACTICE
1. Reviewing an thinking on his/her teaching process

2. Eliciting feedback from others in the interest of teaching and

learning.
CLASSMATES- BULLYING
AND THE NEED TO BELONG
Students from part of the human environment of the
learner. In fact, they far outnumber the teacher in
the learning environment .
With bullying in schools, the learning environment cannot
be safe. Then by all means, bullying should be eliminated
in schools. Bullying takes on several forms. It can be mild,
it can be intense or deeply seated and highly violent.
Today, safety in schools is being raised all over the world.
The need to belong is a basic human need. Students who
are accepted by teachers and classmates feel they belong
to the class. Students who feel that they are part of the
class look forward to attending and participating in class.
The sense of belongingness enhances their learning and
performance. The prevalence of bullying, however
obstructs the creation of a learning community where
everyone feel that they belong
PARENTS AS PART
OF THE LEARNER’S
HUMAN LEARNING
ENVIRONMENT
The learner spends at least six hours in school.
The rest, he/she at home. Parents, therefore, are
supposed to have more opportunity to be with
their children the teachers. How many of our
parents use this opportunity to support their
children in their studies? What parent’s
behavioral traits are supportive of their
children’s learning?
PARENTS WHO ARE
SUPPORTIVE OF THEIR
CHILDREN’S LEARNING
• 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
• 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 teacher
when necessary
• Are aware of their children’s activities
in school
• Meet the friends of their children
• Invite their children’s friends at home
UNSUPPORTED PARENT BEHAVIORS
ARE OPPOSITE OF ALL THOSE LISTED

The interaction between the learner and the

teacher, among the learners, and teacher and
parents affect the learners' motivation. Whether
the climate that comes as a by-product of the
interactions nurtures or obstructs learning
depends on the quality of these interactions.
THE CLASSROOM
CLIMATE
 The classroom climate is the intellectual,
social, emotional, and physical environment
where students can learn as a by –product of
social interactions between and among
teachers and students .
CLASSROOM CLIMATE
Classroom climate is derived from an ecological
paradigm, there are aspects of the physical
environment that might also be a part of the
construct, such as the appearance and furnishing
of the classroom, its size, its physical resources,
and even issues such as its heating and
ventilation.
ASPECTS OF
CLASSROOM
CLIMATE
 INTELLECTUAL
1. The lesson develops student’s
disciplinary knowledge, skills &
attitudes.
2. Performance expectations are
explicit
3. regularly practice disciplinary
skills
4. Task are challenging, important
and authentic
5. Students receive prompt and
specific feedback
 SOCIAL
1. Behavior expectations are explicit
2. Students have opportunity to work
together
3. The instructor ensures equitable
and respectful student interactions
4. The instructor is approachable,
resourceful and proactive
5. The instructor solicits and
responds to student feedback
 EMOTIONAL
1. The atmosphere is non-competitive
, motivating and productively
addresses stereotypes

2. Student’s background's and

identities are valued

3. Student are allowed to make low-

risk mistakes
 PHYSICAL
1. Students can interact with and see
each other

2. Students have equal access to

physical and online materials

3. The classroom is free from

distractions
THANK YOU