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Motivation. What would a behaviourist say? What would a cognitivist say? What would a geneticist say?

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Presentation on theme: "Motivation. What would a behaviourist say? What would a cognitivist say? What would a geneticist say?"— Presentation transcript:

1 Motivation

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4 What would a behaviourist say? What would a cognitivist say? What would a geneticist say?

5 What is their motivation?

6 Why do it?What is their motivation?

7 The Diamond Choir from South Africa Why do it?What is their motivation?

8 Why do it? What is my motivation?

9 Tap into internal motivation What motivates you?

10 Motivation or…Getting the Buggers to Learn 1. Recognise they can be demotivated 2. Use external motivators to learning 3. Motivating teaching styles 4. Recognise the motivating power of peers 5. Tap into internal motivators 6. Stroke your students 7. Become Theory Y teachers 8. Vary ways of teaching

11 ‘If we taught children to speak, they’d never learn’ ( William Hull cited in Holt, 1990: preface) Recognise they can be demotivated

12 Antz Recognise they can be demotivated

13 Walls ‘Either learners play it safe and withdraw, feeling crushed and lacking in self-confidence as a result; or they hit out in retaliation, becoming disruptive. Either way pupils, and their learning, are damaged’. (Petty, 2004: p.16) Recognise they are demotivated

14 John Holt – How Children Fail

15 Hertzberg’s Hygiene Factors Recognise they have failedExternal Motivators to Learning

16 Teaching Styles er disciplin explainprovidarbit counsell protect organis lead or evaluat Motivating teaching styles

17 Stanley Milgram we do what we’re told agentic state 1. Coercive LeadMotivating teaching styles Glengarry

18 THE BEATINGS WILL CONTINUE UNTIL MORALE IMPROVES

19 2. Referent LeadMotivating teaching styles

20 3. Legitimate LeadMotivating teaching styles

21 4. Expert LeadMotivating teaching styles

22 5. Reward Management LeadMotivating teaching styles

23 Coercive – motivation = Referent – motivation = Legitimate –motivation = Expert – motivation = Reward – motivation= LeadMotivating teaching styles

24 The Hawthorne Studies People adjust their own motivation to match those of others, - ‘a social event’. ‘Most children in school are at least afraid of the mockery and contempt of their peer group as they are of their teacher’ (Holt, 1990: p.???) Recognise the motivating power of peers

25 Abraham Maslow hierarchy of needs Internal Motivation Tap into internal motivation

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54 Maslow’s Triangle Tap into internal motivation Apply to teaching

55 McClelland’s Theory suggests that people have three needs: Achievement Power Affection personality defines – which one dominates Become Theory Y teachersTap into internal motivation

56 Eric Berne Strokes = from positive words to full personal commitment. From great job to ‘I love you’ If people don’t get enough strokes they can get difficult and annoying. Negative strokes are better than nothing Transactional Theory Stroke your students

57 ‘Studies show that what we as teachers do is overwhelmingly more influential than what we say…A teacher who talks to, smiles at, encourages and helps students of Asian and European origin equally, is teaching the students to respect everyone regardless of their origins. Such inadvertent teaching is sometimes called the ‘hidden curriculum’ (Petty, 2004: p.19) Stroke your students

58 Become Theory Y teachers

59 test role play class practical note taking demonstration explanation discussion question and answer watching a video summarising investigation Petty, 2004: p.22 Vary ways of teaching

60 Already know Get attention Relevant Model Teams Goals Visuals Think and talk aloud Mnemonics Note taking Closure strategies – tell your partner what you know Adapted from Fulk 2000 cited in Sousa, 2001: 34 Vary ways of teaching


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