motivate to learn
TRANSCRIPT
There are three things to remember about education. The first one ismotivation. The second one is motivation. The third one is motivation. -Terrell H. Bell
MOTIVATE TO LEARN
Something that makes someone want to do something or that gives someone an idea about to do or create: a force or influence that inspires someone
Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal.
It is common thatthree qualities areincluded in mostdefinitions ofmotivation: it is presumedinternal force, that energizesfor action, and determinesthe direction ofaction.
The motivational process has been viewed as a decision-makingprocess which takes place within the individual
Abraham Maslow believed that man is inherently good and argued that individualspossess a constantly growing inner drive that has great potential.
God made man to go by motives, and he will not go without them anymore than a boat without steam, or a balloon without gas
With regards to students, very little if any learning can occurunless students are motivated on a consistent basis
Motivated DemotivatedSit in the front of class Last benchers
Giving answers to the teacher Siting silent no hand raise
Always complete the given tasks Sorry sir, I forgot to take the copy
Listening to the teacher carefully Talking to friends while teaching
Abiding the rules of classroom Noisy and disturbing
Healthy, neat and clean Healthy but dirty and clumsy
Simple in appearance Fashionable in dress and hairstyle
Less participation in sports High participation in sports
Punctual in arriving school Always seeks holidays
Striving for higher ranks Careless about their results
Show their progress reports to parents Hiding their results to parents
No interest in cheating Always try to cheat
Three Factors
Why some students are motivated to studies, while others are not:1. The motivation to work varies widely in people.
2. Individual differences needs a variety of techniques in classroom3. Untrained teachers’ behavior are not appropriate to all students
Abraham Maslow (1970) claimed that intrinsic motivation is superior than extrinsic motivation. According to his hierarchy of needs, one is motivated to achieve his or her self-actualization where one realizes his fullest potential once he or she fulfills the basic needs, safety and communal needs as well as needs of esteem. So, one will strive to achieve his goal because of his own sake no matter what extrinsic rewards are present. Meanwhile, Jerome Bruner (1962) is praising the autonomy of "self-reward" which is the best way to help adults and children to free from the control of rewards and punishments.
Extrinsic motivation is also known as external motivation. Human beings are driven to act or behave by the anticipation of some rewards. Examples of external rewards are praises, grades and positive feedback as well as fear of punishments. As the result, it helps students to see the reasons on why they do something and its relevance on long term goals especially in learning English. However, extrinsic motivation also bring negative impacts to students which are (1) turns them to become dependent on short-term rewards, (2) train them into a bad habit of looking for teacher only when the rewards are present.SO, WHICH ONE IS THE BEST???
In my opinion, both intrinsic and extrinsic motivations are useful in teaching especially in the context of second language learning. This is because students need more support, encouragement and drive to initiate their interest in learning English. So, the teachers can use both motivations in classroom learning. Maybe teacher can give positive feedback (extrinsic) and at the same time, teach strategies to make learning enjoyable so that they are looking forward to learn for their own sake (intrinsic). So, here there are some suggestions :
Learning is a fun and exciting at least when the curriculum is well matched to students’ interests and abilities and the teacher emphasizes hands-on-activities
What is to be realize that success is not just a question of working hard; it’s also a question of working smart
The real challenge is not learning it, but being willing to make it part of the way you think and act. It is a tough challenge, but I believe you’reup to it.
Strategies to be adapted Use inventive teaching techniques
Make learning both interesting and entertaining Require significant effort both inside and outside the classroom
Convey a real sense of caring to the students Make each student feel special
Help students outside of the classroom and at odd hours Teach them how to use information to make proper decisions for real life
Students need to know your are approachable Motivate them to achieve at their maximum level
Instill a fire in your students Create a classroom environment where students are passionate about learning
Go beyond the confines of the academic setting
Discuss contemporary topics Share personal relevant experiences Capture the interest of your students
Be devoted to your students Learn students individual needs and respond appropriately
Develop specialized assignments and schedules when needed Provide tools for their careers
Promote practical work experience Foster relationship with local area professionals
Each semester as the students to write down what future students shoulddo in order to be successful in the course and put some of these on the next term’ssyllabus