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LESSON 7 Motivation

Education arts 2nd year

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23 views9 pages

LESSON 7 Motivation

Education arts 2nd year

Uploaded by

wanjahndekei
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MOTIVATION IN THE CLASSROOM

Introduction

Motivation is a very important concept in learning and in the world of work.


Educationists and employers know that it is essential to motivate learners and employees
so that they can work hard to produce good results in whatever they do. It is also known
that some motivation originates from the individual and encouragement is necessary for
that motivation to be sustained.

In this lesson, we are going to define motivation, examine the types of motivation and
highlight motivational strategies in the classroom. We shall then move on to discuss key
concepts in the study of motivation.

Objectives

Meaning of motivation.

 Motivation is a general term used to describe the conditions that cause one to
begin an activity and pursue it with vigour and persistence.
 James et.al., define motivation as “all those inner striving conditions described
as wishes, desires, drives etc.” It is an inner state that activates or moves a
person to work hard, to sustain a pace of hard work, to achieve certain goals.
 The Longman Dictionary of Contemporary English defines motivation as “to
provide someone with a strong reason for doing something.” Motivation
therefore as a state of being motivated means that one has a strong reason or
motive to do something.

 Motivation is manifested in an individual as deep desire and an urge to direct


energy in one direction to the exclusion of others for the purpose of learning
for the realisation of a goal or for accomplishing a task.

Note

. Types of motivation

 There are two types of motivation, intrinsic and extrinsic motivation.

a. Intrinsic Motivation

It is also referred to as self-imposed motivation. An activity that leads


to learning may be its own reward and may continue for no other
reason than its own occurrence.

 When the reason for acting is in the action, motivation for it is said
to be intrinsic.
 Simply put the drive, wish or desire is from within an individual
 Intrinsic motivation goes deep into our personality.
 One does a task or job because it interests him or her.
 Such a task makes one happy or is satisfying.
 For example a student who loves mathematics will work a certain
number of sums or problems each day.
 One who is not mathematics inclined will only do the assignment
given by the teacher just to fulfil the requirement and probably
avoid punishment.
 When one performs the task in question, he/she considers the task
useful and important.

Note

b. Extrinsic Motivation

 When motivation depends on other rewards that are external to the


action itself, it is said to be extrinsic.
 This type of motivation is supported and enhanced by external
influences such as promised rewards, promotions, commendations
and so on.
 Students may work very hard to get good grades so that they can be
promoted to the next class.
 The motivation originates from other people, the environment,
situations, experiences etc.
 The most common forms of external motivation in schools are
rewards and punishments.
 If well used both can be stimulating for while, but their efforts are
short-lived.
 Examples of rewards include, praise or words of commendation,
items in kind such as exercise books, text books, story books, pens
and pencils, school outings, field trips, merit certificates and
trophies for various achievements.
 Punishment takes many forms as motivational strategies. Examples
include giving extra duties, verbal rebukes, withholding certain
Note

privileges such as school outings, asking students to repair damages


where possible and so forth.
 Corporal punishment is discouraged because it does not result in positive
motivation at all. Indeed it has been abolished in schools.

Question

Motivational Strategies in the Classroom.


Certain pre-conditions are essential for efficient motivational strategies to be realised.
It is necessary to:
 provide a supportive environment. If you tell students to refer to certain
books in the school library, ensure that the books are available.
 give students work with appropriate level of challenge or difficulty. Too
challenging or difficult tasks will result in failure and frequent failure is
de-motivating.

 set meaningful and worthwhile learning objectives. Students enjoy learning


what is interesting and useful to them.
 make moderation and variation in strategy use. Use rewards, praise,
reinforcement, punishment and so on to avoid monotony in strategy use.
 use promotions, praise, recognition, field trips and relevant treats such as
lunches to motivate learners.

a. Intrinsic Motivational Strategies.

 Motivate by maintaining success expectations. Focus on success rather than


failure. It is important to note that intrinsic motivation does not always arise
first. The teacher may have to supply the motivator by a promise of
something, then the student internalize the thing, takes it seriously and
intrinsic motivation sets in. This should not be confused with extrinsic
motivation.
 Provide opportunities for for active response.
 Incorporate interesting activities into the learning e.g. games, puzzles.
 Minimize performance anxiety, avoid threats and fear.
 Encourage project intensity such as in depth study of a phenomenon e.g.
research.
 Encourage enthusiasm in the phenomenon e.g. its importance and relevance.

Extrinsic Motivational Strategies.


 Emphasise rewards as incentives for good performance. Use material rewards,
personal and group rewards.
 Link students knowledge and skills with their present and future life outside
the school e.g. career development, self-employment, and commlessony
service.
 Prepare group and individual competitions for prizes or recognition. For
example, in school houses, classes or clubs.
 Provide an environment conducive to learning with suitable and sufficient
resources and good working equipment.

Activity 8.A
Summary
Definition of Key Words and Concepts

References

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