1. MOTIVATION
PRESENTED BY
MINA
B.ED 1ST SEMESTER
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2. Motivation
• Define motivation?
• Basic characteristics of motivation.
• Elements of motivation.
• How to motivate students?
• Seven rules of motivation.
• Motivation theories.
• Maslow’s theory.
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3. Define motivation?
“Motivation is a process that brings forth,
controls definite behaviors. Motivation is a
group of phenomena affecting the nature of
an individual's behaviour, the potency of the
behaviour, and the determination of the
behaviour. Motivation is the result of
processes, internal or external to individual
beginning with a physiological or psychological
need.”
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4. Basic Characteristics of
Motivation
• Effort. This refers to the strength of a person's
work-related behaviour.
• Persistence. This refers to the persistence
that individuals exhibit in applying effort to their
work tasks.
• Direction. This refers to the quality of a
person's work related behaviour.
• Goals. This refers to the ends towards which
employees direct their effort
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5. Three Elements
of
Motivation
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6. ELEMENTS OF MOTIVATION
Motivation starts with the desire to be free.
To be free from dependency on others.
Freedom to live the lifestyle we dream of.
Freedom to explore our ideas.
Total freedom is not possible or desirable, but the
struggle to achieve that ideal is the basis for
motivation.
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8. Motivation is built on three basic
elements:
Motivation starts with a need, vision, dream or
desire to achieve the seemingly impossible.
Creativity is associated with ideas, projects and
goals, which can be considered a path to
freedom.
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9. Motivation is built on three basic
elements
• Develop a love-to-learn, become involved
with risky ventures and continually seek new
opportunities. Success is based on learning
what works and does not work.
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10. Motivation is built on three basic
elements
• Developing the ability to overcome barriers
and to bounce back from discouragement or
failure. Achievers learn to tolerate the agony
of failure. In any worthwhile endeavor,
barriers and failure will be there. Bouncing
back requires creative thinking as it is a
learning process. In addition, bouncing back
requires starting again at square one.
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11. A loss of any one part and motivation
is on the rocks.
If you like to be creative and love to learn but
cannot face up to failure, you will not go back
and try again. Persistent is associated with
bouncing back.
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12. A loss of any one part and motivation
is on the rocks.
• If you have a unique idea but don’t like taking
risks, ideas is all you will ever have.
There must be something in your life that turns
you on. You can start by analyzing the
lifestyle of your dreams. Remember, money
is not a goal, it is a reward for achieving a
goal.
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13. How to motivate students
Without motivation Ss certainly fail to make the
necessary effort.
• Are all Ss motivated in the same way?
• What is the teacher’s role in a S’s motivation?
• How motivation can be sustained?
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15. Extrinsic and Intrinsic
Motivation
Distinguish between intrinsic and
extrinsic motivation.
• Extrinsic Motivation: Stems from the
work environment external to the task and
it is usually applied by someone other
than the person being motivated.
• Intrinsic Motivation: Stems from the
direct relationship between the worker
and the task and it is usually self-applied.
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16. EXTRINSIC MOTIVATION
• It is caused by any number of outside factor:
• need to pass an exam
• the hope of financial reward
• possibility or future travel
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17. INTRINSIC MOTIVATION
• By contrast, comes from within the individual
• the enjoyment of the learning process itself
• a desire to make themselves feel better.
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18. PRAISE STUDENTS
• ENCOURAGING STUDENTS INPUT FOR
CLASSROOM PROCEDURES
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19. The teacher:
• ASSIST IN SETTING AND MONITORING GOALS
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20. 1.Talk to Ss humanely and sensitively.
2.Foment confidence in the classroom in order
to have a warm and enjoyable atmosphere
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21. • Be approachable and supportive. While
encouraging Ss to help each other, you need
to create an atmosphere in which Ss are not
afraid to ask and speak in English, What really
care is communication.
• Some Ss can feel so nervous that might forget
everything and their task performance could
fail.
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22. • Plan work and classroom activities so that Ss may
take roles of varying levels of responsibility.
• Take care to select materials and activities which
are suitable for the student’s level. Classes are
often multi-level.
• Teachers need to consider stronger and weaker
students and provide an easier option and /or
extra materials for early finishers.
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23. Sense of humor
• Since HUMOR:
1.Provides motivation and enhance mood and
spirit
2.Decreases stress
3.Induces relaxation
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24. The method:
• The way in which teaching and learning
take place is VITAL.
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25. • CREATE A SAFE CLASSROOM ATMOSPHERE
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26. • The average S has an attention span of 20-30
minutes. Therefore, vary the lesson with
different techniques and strategies:
pair/group work, time-limited tasks, etc.
• Do not overload Ss. Give them time to
prepare, think and consolidate knowledge.
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27. Seven Rules of Motivation
1. Set a major goal, but follow a path. The path has
mini goals that go in many directions. When you learn to
succeed at mini goals, you will be motivated to challenge
grand goals.
2. Finish what you start. A half finished project is of no
use to anyone. Quitting is a habit. Develop the habit of
finishing self-motivated projects.
3. Socialize with others of similar interest. Mutual
support is motivating. We will develop the attitudes of our
five best friends. If they are losers, we will be a loser. If they
are winners, we will be a winner. To be a cowboy we must
associate with cowboys.
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28. Seven Rules of Motivation
4. Learn how to learn. Dependency on others for knowledge
supports the habit of procrastination. Man has the ability to learn
without instructors. In fact, when we learn the art of self-
education we will find, if not create, opportunity to find success
beyond our wildest dreams.
5. Harmonize natural talent with interest that motivates.
Natural talent creates motivation, motivation creates persistence
and persistence gets the job done.
6. Increase knowledge of subjects that inspires. The more
we know about a subject, the more we want to learn about it. A
self-propelled upward spiral develops.
7. Take risk. Failure and bouncing back are elements of
motivation. Failure is a learning tool. No one has ever
succeeded at anything worthwhile without a string of failures
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29. Motivation
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30. Maslow
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31. Maslow’s Theory
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32. Drucker
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33. Likert
Likert developed a refined classification, breaking down organizations
into four management systems.
1st System – Primitive authoritarian
2nd System – Benevolent authoritarian
3rd System – Consultative
4th System – Participative
As per the opinion of Likert, the 4th system is the best, not only for
profit organizations, but also for non-profit firms.
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34. Taylor
Frederick W. Taylor designed a 4-step Method
It begins with breaking the job into its smallest pieces.
The second step is to select the most qualified employees to perform
the job and train them to do it.
Next, supervisors are used to monitor the employees to be sure they
are following the methods prescribed.
Finally, continue in this fashion, but only use employees who are
getting the work done.
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35. Argyris
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36. Herzberg
Frederick Herzberg has tried to modify Maslow’s need Hierarchy theory. His
theory is also known as two-factor theory or Hygiene theory.
He devised his theory on the question : “What do people want from their jobs
?” He asked people to describe in detail, such situations when they felt
exceptionally good or exceptionally bad. From the responses that he received,
he concluded that opposite of satisfaction is not dissatisfaction.
He states that presence of certain factors in the organization is natural and the
presence of the same does not lead to motivation. However, their non-presence
leads to De-motivation. In similar manner there are certain factors, the absence
of which causes no dissatisfaction, but their presence has motivational impact.
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37. Herzberg Two Factors
Theory
MOTIVATIONAL FACTORS
HYGIENE  Achievement
FACTORS  Recognition
• Conditions  Growth/Advancement
 Interest in the job
• Pay
• Status
• Security
• Company
policies
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38. McClelland
David McClelland has developed a theory on three types of motivating needs :
1. Need for Power
2. Need for Affiliation
3. Need for Achievement
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39. McGregor
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40. McGregor Theory X and Y
Under the assumptions of theory X :
• Employees inherently do not like work
and whenever possible, will attempt to
avoid it.
• Because employees dislike work, they
have to be forced, coerced or threatened
with punishment to achieve goals.
• Employees avoid responsibilities and do
not work fill formal directions are issued.
• Most workers place a greater importance
on security over all other factors and
display little ambition. 40

41. McGregor Theory X and Y
In contrast under the assumptions of
theory Y :
 Physical and mental effort at work is as
natural as rest or play.
 People do exercise self-control and self-
direction and if they are committed to those
goals.
 Average human beings are willing to take
responsibility and exercise imagination,
ingenuity and creativity in solving the
problems of the organization.
 That the way the things are organized, the
average human being’s brainpower is only
partly used.
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42. Mayo
Tendency to act in a specific way depends on the strength of an expectation that the
act will be followed by a given outcome and on the attractiveness of that outcome to
the individual to make this simple, expectancy theory says that an employee can be
motivated to perform better when their is a belief that the better performance will
lead to good performance appraisal and that this shall result into realization of
personal goal in form of some reward. Therefore an employee is :
Motivation = Valence x Expectancy.
The theory focuses on three things :
Efforts and performance relationship
Performance and reward relationship
Rewards and personal goal relationship 42

43. SUMMARY
• Behavior is purposeful, directed towards
some end. That is, it is motivated. The driving
force is need. The direction is towards
perceived reward and away from perceived
punishment.
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