Motivation:

1
Motivation

• The Role of Teachers

2
Expectancy x Value Model of Motivation

• Peoples levels of motivation to engage in a task
  is related to two main factors, their expectancy
  of being able to achieve the task and the value
  success would have for them. In turn, each of
  these factors is influenced by different elements
  in the situation and/or the individual. It is
  the interaction of all these that goes to make up
  the complex characteristic that we call
  motivation.

3
Expectancy

• We are more motivated to try tasks which we
  believe we can succeed at. Our belief is
  influenced by the following
• Self-efficacy (high vs. little)
• View of Ability (incremental vs. entity view)
• Locus of Control (own vs. outside)
• Support (available vs. not available)
• Time and Resources (adequate vs. lack of)

4
Value

• We are more motivated to try tasks that seem
  worthwhile to us. The value of success at a task
  to us is influenced by the following
• Intrinsic interest (personal vs. impersonal)
• Instrumental value (rewarding vs. non-rewarding)
• Prior need status (needs met vs. unfulfilled)
• Self-image (Enhancing vs. Contradicting)
• Relational Value (Importance to others vs.
  devalued by others)

5
Teacher Efficacy

• Choose the number that reflects your level of
  agreement or disagreement with the items below
  (1) strongly disagree (2) moderately disagree
  (3) disagree slightly more than agree (4) agree
  slightly more than disagree (5) moderately
  agree (6) strongly agree
• The amount a student can learn is primarily
  related to family background.
• If on of my students couldnt do a class
  assignment, I would be able to accurately assess
  whether the assignment was at the correct level
  of difficulty.
• When I really try, I can get through to the most
  difficult students.
• A teacher is very limited in what he/she can
  achieve because a students home environment is a
  large influence on his/her achievement.
• If parents would do more for their children, I
  could do more.
• If a student did not remember information I gave
  in a previous lesson, I would know how to
  increase his/her retention in the next lesson.
• If a student in my class becomes disruptive and
  noisy, I feel assured that I know some techniques
  to redirect him/her quickly.
• If students arent disciplined at home, they
  arent likely to accept any real discipline.
• If I really try hard, I can get through even to
  the most difficult or unmotivated students.
• When it comes right down to it, a teacher really
  cant do much because most of a students
  motivation and performance depends on his or her
  home environment.

6
Teacher Efficacy Analysis

• Subtract from 7 the number chosen for each bolded
  item. (For example, if you pick the 2 for
  question number 1, the number used in your total
  score would be 7-25).
• Compute your total score by adding up the 10 item
  scores and dividing by 10.
• The higher your total score, the more efficacious
  you feel as a teacher. If your total score is
  below 4.0, your feelings that you cannot overcome
  home effects on students learning risk
  undermining your effectiveness as a teacher.

7
Encouraging Self-efficacy and Self-worth

• Emphasize students progress in a particular
  area.
• Make specific suggestions for improvement, and
  revise grades when improvements are made.
• Stress connections between past efforts and past
  accomplishments.
• Set learning goals for your students, and model
  mastery orientations for them.

8
Avoiding the Negative Effects of Teacher
Expectations

• Use information about students from tests,
  cumulative folders, and other teachers very
  carefully.
• Be flexible in your use of grouping strategies.
• Make sure all the students are challenged.
• Be especially careful about how you respond to
  low-achieving students during class discussions.
• Use materials that show a wide range of ethnic
  groups.
• Make sure that your teaching does not reflect
  racial, ethnic, or sexual stereotypes or
  preferences.
• Be fair in evaluation and disciplinary procedures
• Communicate to all students that you believe they
  can learnand mean it.
• Involve all students in learning tasks and in
  privileges.
• Monitor your nonverbal behavior.

9
Motivation and Goal-Setting

• MotivationProcess by which goal-directed
  activity is instigated and sustained
• Types of motivation
• Extrinsicmotivation to engage in an activity for
  some type of reward
• Intrinsicmotivation to engage in an activity for
  its own sake

10
Motivation and Goal-Setting

• Goalsa desired result, purpose, or objective
  that one strives to attain
• Goals are
• Specific
• Measurable
• Attainable
• Relevant/Realistic
• Time-Oriented
• Types of Goals
• Short-termA goal that can be achieved in a
  relative short period of time
• Long-termA goal that takes a long period of time
  to achieve

11
Mastery Performance Goals

• Students adopting mastery goals in school are
  focused mainly on learning and/or using their
  knowledge. They do not tend to compare themselves
  with others, but rather are trying to accomplish
  a self-set goal, often for reasons related to
  intrinsic motivation, rather than external
  rewards.
• Students adopting, performance goals in schools
  are focused mainly on looking smart, or at least
  not looking stupid. They are concerned mostly
  about how their performance will rate in
  comparison to others, rather than with actually
  learning or using what they learn. Their goals
  tend to be chosen in relation to the potential
  for extrinsic praise, recognition or rewards,
  fear of punishment, rather than their own
  intrinsic interests.

12
Strategies to Encourage Motivation to Learn

• Fulfill Basic Requirements
• Provide an organized environment
• Be a supportive teacher
• Assign challenging, but not too difficult work
• Make tasks worth while
• Build Confidence and Positive Expectations
• Begin work at the students level
• Make learning goals clear, specific, and
  attainable
• Stress self-comparison, not competition
• Communicate that academic ability is improvable
• Model good problem solving

13
Strategies to Encourage Motivation to Learn

• Show the Value of Learning
• Connect the learning task to the needs of the
  students
• Tie class activities to the students interests
• Make use of novelty and familiarity
• Explain connections between present learning and
  later life
• Help Students Stay Focused on the Task
• Give students frequent opportunities to respond
• Avoid heavy emphasis on grading
• Model motivation to learn
• Teach learning tactics

14
Supporting Self-Determination and Autonomy

• Allow and encourage students to make choices.
• Help students plan actions to accomplish
  self-selected goals.
• Hold students accountable for the consequences of
  their choices.
• Provide rationales for limits, rules, and
  constraints.
• Acknowledge that negative emotions are valid
  reactions to teacher control.
• Use noncontrolling, positive feedback.

15
Building on Students Interests

• Relate content objectives to student experiences.
• Identify student interests, hobbies, and
  extracurricular activities that can be
  incorporated into class lessons and discussions.
• Support instruction with humor, personal
  experiences, and anecdotes that show the human
  side of the content.
• Use original source material with interesting
  content or details.
• Create surprise and curiosity.
• Allow choices based on student interests.