2. The drives that move us to do what
we do
People do what they believe is in
their interest
• Could have a positive or negative result
• Could result in satisfaction with the
ordinary activities we engage every day
3. They have signed up for class
They have expressed a need/desire to use the
class for:
• Employment
• Enjoyment
• Improving their quality of life
• Other reasons
4. Are you influencing students positively or
negatively?
• Involvement
• Commitment
• Interest
• Passion
• Enthusiasm
• Legitimacy
9. Fear or Intimidation
Pressure/Anxiety
Lack of Direction
Poor Resources or Available Time
Bureaucracy (Red Tape)
Unclear/Conflicting Goals
Unclear Objectives
Not Valuing Their Contribution
10. Build self-esteem (complimenting)
Show patience or concern
Ask for input
Appreciate quiet students
Encourage independence
Share your vision for the class
Show that their input is meaningful
Give them something to be excite about
12. Focuseson avoiding something, not in
accomplishing something
The results of fear tactics won’t last
Can backfire
Creates hatred and resentments
13. They don’t work over the long haul
Focuses on immediate gratification
Creates a sense of entitlement
You
will have to continuously come up with
more rewards
They will continue to expect more and more
14. Changes the way they feel about learning
Helpsthem become more comfortable and
therefore, more capable of participating
Theyacquire a legitimate purpose for
attending classes
Plugsinto the natural human tendency of
looking out for themselves
15. Accommodates for their personalities
Is consistent and fair to everyone
The instructor is an example of motivation
Builds a sense of community and support
Createsopportunities for learners to interact
with each other and contribute to the class
16. Give positive feedback
Let people excel
Recognize their contributions
Ask for their opinions
Encourage independent and continuous learning
Treat mistakes as learning experiences
Provide opportunities for more challenging tasks
17. Influencewhat people want to do in a
positive way
Reward performance to build self-esteem
Motivate using personal growth
Ensure a motivational classroom setting
Encourage learners’ (and your) growth
Notes de l'éditeur
Collaboration – We remove (or help remove) obstacles that hold learners responsible for the successful completion of the class and its objectivesContent – They understand how what they learn adds value to their lives and to their own goals (take pride)Choice – Empower students to make decisions using what they have learned (could help them make better or more informed decisions)
Focuses on avoiding something, not in accomplishing something – the goal changes from accomplishing learning to avoiding failure or any other “catastrophe”The results of fear tactics won’t last – You cannot apply the same scare many times; people don’t believe it or get over it.Can backfire – People develop tolerance and get used to the tactic. You might lose credibility or respect.Create hatred and resentments (even sabotage)
They don’t work over the long haulFocuses on immediate gratification – What happens after they get the reward if they don’t focus on the value of what they learn?Creates a sense of entitlement – They will focus on what can you give them physically (what’s in it for me?) instead of the benefits of learningYou will have to continuously come up with more rewards – Once they got what you offered first, they might not be enticed to come back to class unless there is something else to offer them.They will continue to expect more and more – Not seeing the benefits and value of both learning and what they learn will shift the focus from the material taught to the reward itself, giving them the message that what we are offering in the classroom “is so bad” that we have to compensate for it by providing an incentive.
Accommodates for their personalities – Students don’t need to check their personalities at the doorIs consistent and fair to everyone – A great instructor doesn’t play favorites. Every person in the classroom matters, including those you don’t particularly likeThe instructor is an example of motivation – Students will not be enthusiastic about what you teach if you don’t believe or apply what you are delivering, or if you don’t show interest in the material you are teaching.Builds a sense of community and support – Camaraderie, a sense of belonging and breaking isolation helps create an environment where learners would like to return to.Creates opportunities for learners to interact with each other and contribute to the class – team work is a great way to motivate people to continue taking classes, and a way to work towards a common learning goal.