3. “Disaffected children can be bored,
depressed, anxious, or even angry
about their presence in the
classroom; they can be withdrawn
from learning opportunities or even
rebellious towards teachers and
classmates.”
- Skinner & Belmont (1993, p.571)
4. Top 5 demotivating factors (Dörnyei (2001))
• Unfair / Confusing grading & assignments
• Teacher being... bored, boring or
unorganised
• Dislike of subject
• Poor organisation of materials
• Teacher being... unapproachable, self-
centred or insulting
5. “Highly motivated children are easy
to identify: They are enthusiastic,
interested, involved, and curious;
and they actively cope with
challenges and set-backs. These are
children who should stay in school
longer, learn more, feel better about
themselves, and continue their
education after high school.”
- Skinner & Belmont (1993, p.571)
7. • Communities of practice - belonging
• Fairness & equality
• Positive discipline
• Engagement is optimised within a social context
• An open & positive atmosphere
The classroom,
learners, & teacher Creating basic
motivational
conditions
8. Activity: Building class rapport &
encouraging communication
post-it & pen
Write:
Name
2-3 recent
events
Carol
Arranged birthday
celebration for parents
Went to Hotaru festival
Carol
Arranged birthday
celebration for parents
Went to Hotaru festival
9. • Related to learners / real world / needs/ people
• Task design
• Variety, diversity (integrated), meaningful
• Learners need to see that it is achievable & that they are
improving or gaining new skills
• Grade the task not the text
• Foster autonomy
Materials, success, &
learner belief
Challenge
Success
Relevance
Generating initial
motivation
10. Activities:
• Relevance: “This street, this
town”*
• Task adjustment: “Wall Papers”
• Assessing motivation: “Go with
the flow”
• Noticing progress: “The lesson
that was”
11. • Teachers need to clearly communicate expectations
• Goals need to be achievable and useful
• Encourage self-efficacy
•Successful experiences - Peer Success - Encouragement
• Autonomy
• Goals - Assessment - Groupings - Materials - Deadlines
• Learner involvement = Learner voice
• Negotiate & plan with struggling students
interdependence,
autonomy, & self-
efficacy
Maintaining &
protecting motivation
12. Activities:
• Autonomous goal setting:
“Charting your aims”
• Fostering autonomy: “Needs
from the heart”
• Student voice: “Face down,
face up”
• Struggling students: “Man over
board”
?
?
?
?
?
14. Activities:
• Learner wants: Traffic lights
• Reflection: Pie charts, Diaries
• Needs analysis: “How can we
help each other?”
• Teacher reflection: “My
favourite teacher”
http://www.classdojo.com/
15. Review
• Make it achievable
• Add variety
• Highlight meaning
• Encourage reflection
• Foster autonomy
Be...
positive
clear supportive
role-model
16. • Ames,C., (1992). Classrooms: Goals, structures, and student motivation.
Journal of Educational Psychology, 84 (3) 261-271.
• Dörnyei, Z., Ushioda, E,.(2011). Teaching and Researching Motivation.
Great Britain, Pearson.
• Dörnyei, Z., (2001) Motivational strategies in the language classroom.
United Kingdom, Cambridge University Press.
• Foord, D., (2009) The Developing Teacher: Practical activities for
professional development. England, DELTA Publishing.
• Gross Davis, B., (1993). Tools for teaching. San Francisco, Jossey-Bass.
• Meddings, L., Thornbury, S., (2009) Teaching Unplugged: Dogme in
English Language Teaching. England, DELTA Publishing
• Skinner, E., Belmont, M., (1993). Motivation in the classroom: Reciprocal
effects of teacher behaviour and student engagement across the
school year. Journal of Educational Psychology, 85 (4), 571-581.
References
Hinweis der Redaktion
1) Teacher behaviour; Classroom atmosphere; Inter-student rapport 2) Make materials relevant; create realistic learner beliefs; increase sts expectancy of success 3) Set learning goals; learning is stimulating and enjoyable; promote cooperation; encourage autonomy 4) Provide good feedback; using rewards/grade in a positive manner; increase learner satisfaction
Help students feel that they are valued members of a learning community. - student voice Establish a sense of belonging (teacher is approachable) Belonging: sts have a higher degree of intrinsic motivation and academic confidence. Increases sts participation, enthusiasm, friendliness and helpfulness Accountability - more organised
Personal meaning and value in the material - local examples, current events, using pop culture/ technology Students perform best when the level of difficulty is slightly above their current ability level. opportunities for success AND noticeable improvement A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Scaffold - adjust/adapt tasks - ensure sts end on a positive experience Learners have a need to be (seen as) competent
this city this town --- tied to needs from the heart
What are you evaluating? & How are you evaluating? Lesson structure - Intro & review - Offer help and support Learners should understand the context of the task and see that is has personal relevance Students can learn by watching a peer succeed at a task - Neg. focus on winning - Pos. reflective social comparison Give students a voice Strategize with struggling students
Give frequent, early, positive feedback that supports students' beliefs that they can do well.
Role model - you bring the energy and set the tone - reflect on your own favourite teacher... how similar are you to him/her