This presentation contains useful information about motivation from TKT book.

1. Motivation Unit 9
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Video: Bob Sullo Motivating
Students,
http://www.teachingenglish.org.
uk/talk/video-discussion/how-do-
you-motivate-your-students
•Why people want to do something
•How long they want to do it for
•How hard they will work to achieve it

2. TKT: How do we motivate
learners?
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 Listen to student feedback using
a class suggestion box or short
questionnaire.
 Train students to use reference
resources to help them study
successfully on their own.
 Think about how you tell
students about their progress.
How can you encourage or
praise them?
 A. encourage
learner autonomy
 B. find out what
students think
 C. make your
feedback positive
 D. build variety
into your teaching

3. TKT: How do we motivate
learners?
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 Put students into new groups
for different activities?
 Give comments on students’
work which are helpful and
enable them to feel progress.
 Don’t always do the same
things in the classroom. Try
new routines.
• A. encourage
learner
autonomy
• B. find out what
students think
• C. make your
feedback
positive
• D. build variety
into your
teaching

4. How do we build motivation?
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 We build rapport!
 We evaluate together.
 We build confidence!
 We provide opportunities!

5. Intrinsic Motivation
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The desire to learn comes from within.
Younger children and older students typically
have more intrinsic motivation.
learner autonomy
independence
self-confidence
Think and discuss:
What is the difference between intrinsic and extrinsic motivation?
What motivates your students?
Task 4: Motivation Techniques

6. Factors which Affect Intrinsic Motivation
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 Challenge: (personally meaningful goals )
 Control: learners like to control their learning.
 Fantasy: (imagination)
 Competition: (performance comparison)
 Cooperation: (group performance achievement)
 Recognition: (for accomplishments)

7. Extrinsic motivation
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When someone other than the learner
provides the motivation.
Positive Reinforcers (rewards)
Parents give
money, privileges,
affection, time
together…
Teachers give
candy, praise, stars,
stickers, points and
happy dollars
(incentives)
See Alfie Kohn video, Alfie Kohn bad news
Negative Reinforcers
Teachers and parents also use shouting, noise,
extra homework, punishments, no TV, no free
time, (avoidance behaviors)

8. Behaviorists
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 Pavlov: experiments with dogs and salivation as response to
stimuli, classical conditioning
 Thorndike: cats and puzzle boxes
 Skinner: operant conditioning, behavior analysis
BEHAVIOR MODIFICATION
As teachers we use behavior modification
techniques with young learners to form
study and social habits. In higher grades we
use grades as leverage. See grades have personalities video

9. Social Learning Theory
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 Students learn from modelling what they see
 From the teacher.
 From other students,
 In group situations.
 From the media.
 Albert Bandura’s Bobo doll experiment
 See Albert Bandura video
What does this have to do with my class or teaching
situation? See video children see children do

10. Humanism: Abraham Maslow
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 Maslow’s Hierarchy of Needs.
Self-actualization
Need for self esteem
Need for belonging
Need for Safety
Physiological needs (survivial)
Being need
Growth needs
Deficiency needs
See Maslow video

11. Attribution Theory
excuses, justifications and motivation
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How people explain outcomes and behaviors.
External or
situations
Climatic conditions
Noise level (environment)
Comfort
Internal or
dispositional
How they feel
Intelligence
Self-efficacy: perception of
ability to reach a certain
goal
Uniqueness

12. Constructivists and L2
learning
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 Piaget, physical maturation by stages
 Vygotsky, social interaction, zpd
 Bruner, discovery learning
 Krashen: comprehensible input

13. 13

14. Zone of Proximal development
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 Through humans
 Through books
 Through art
 Through supplementary materials
With your group,
work out the best
option to work
together to create
a PPT on the topic
you have chosen
with your:
Learning Team
Charter

15. Krashen: Comprehensible Input
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 According to Krashen and Terrell,
 the foundation of the natural approach for Language
Learning has four principles:
 (1) comprehension precedes production;
 (2) production must be allowed to emerge in
variable stages;
 (3) the course syllabus must be based on
communicative goals;
 (4) the activities and classroom environment
must work together to produce a lowered
“affective filter.”

16. Motivational “Commandments”
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 Be motivated as a teacher.
 Provide a relaxed atmosphere.
 Present a variety of tasks.
 Establish a good relationship with students.
 Increase learner’s self-confidence.
 Personalize the learning process for individual
students.
 Be aware of short and long term goals.

17. Motivated Students
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 Persist at a task
 Come back to the task voluntarily
 Desire high levels of performance
Vary from individual to individual
and task to task

18. Unmotivated Students
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 Bored!!
 They do not see the connection between the
task/subject and real life.
 Uninterested in the topic or task
 Think the material or task is too hard
 Think they lack the ability to perform, have little
confidence in their abilities
 Afraid of evaluation and failure
Cambridge Task 1: Motivation

19. Factors which Affect Intrinsic Motivation
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 Challenge: (personally meaningful goals )
 Control: learners like to control their learning.
 Fantasy: (imagination)
 Competition: (performance comparison)
 Cooperation: (group performance achievement)
 Recognition: (for accomplishments)

20. Motivate your students!
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Challenge
 Have personally meaningful goals
 Make attainment of goals probable but
uncertain.
 Give enroute performance feedback.
 Relate goals to learners' self esteem.
View module 7 Learning Strategies

21. Motivate!
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 Control
 Learners like to control their learning.
 Relate activities to real life situations.
 Allow for Fantasy
 Touch learners’ inside where they dwell.
 Make a game out of learning.
 Use imagination.

22. Motivate!
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 Competition (performance comparison)
 Competition is more important for some people than
for others.
 Losers may suffer more than the winners profit.
 May reduce the urge to be helpful to other learners.
 Have students compete against themselves to
gadge their progress.

23. Motivate!
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 Cooperation and collaboration
 (group performance achievement)
 occurs naturally as well as artificially.
 is more important for some people than for others.
 is a useful real-life skill.
 requires and develops interpersonal skills.

24. Motivate!
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 Recognition
 Satisfaction from recognition of accomplishments.
 Recognition differs from competition in that it does not
involve a comparison with the performance of someone
else.

25. Don’t motivate, engage!
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