Motivation Understand Motivation and the Variables That Can Be Manipulated to Increase It

Three Concepts to Maintain and Increase Motivation:  Behavior that is repeated is motivated  Intrinsic and Extrinsic factors  Relationship between Intrinsic motivation and proficiency

Behavior That is Repeated is Motivated  Students who repeatedly perform a behavior are motivated to do so  As teachers, we need to increase the motivation in desired behaviors and decrease the motivation in undesired behavior

Strategies for Increasing Motivation to Engage Students in Desired Behaviors  Task 1: Present the desired tasks to your students in a manner that will generate enthusiam.  Task 2: Implement effective instruction practices.  Task 3: Use every possible opportunity to provide each student with noncontingent attention.  Task 4: Give students positive feedback on their successes in a variety of ways.  Task 5: Plan to interact at least three times more often with students when they are behaving appropriately than when they are misbehaving.

Task 1: Present the Desired Tasks to Your Students in a Manner that Will Generate Enthusiam.  Explain how an activity will be useful to students  Provide a vision of what students will eventually be able to do  Relate new tasks to previously learned skills  Rally student enthusiasm, especially for challenging tasks

Task 2: Implement Effective Instruction Practices.  Teacher’s Presentational Style  Actively Involving Students in Lessons  Ensuring High Rates of Student Success  Providing Students with Immediate Performance Feedback

Task 3: Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention.  Greet your students  Show interest in student’s work and their personal interests  Invite students to ask for assistance  Whenever time permits, have a conversation with a student or group of students  Make a special effort to greet or talk to any student with whom you’ve had a recent interaction regarding a misbehavior

Task 4: Give Students Positive Feedback on Their Successes in a Variety of Ways. Feedback should be:  Accurate  Specific and descriptive  Contingent  Age appropriate  Given in a manner that fits your own style

Task 5: Plan to Interact at Least Three Times More Often with Students when they are Behaving Appropriately than when they are Misbehaving.  3:1 Rule  Make complimenting students a routine  Schedule individual conference times with students  Periodically observe and acknowledge student behavior you want to reinforce  Reduce attention towards misbehavior and increase attention towards desired behavior  Engage in frequent noncontingent positive interactions with students

Intrinsic Factors:  “A person is intrinsically motivated when the pleasant consequences of a behavior are related to the essential nature of that behavior.”  Fulfillment in performing a task and interest in achieving results

Extrinsic Factors:  “Extrinsic motivation occurs when someone engages in a behavior due to pleasant consequences that are not directly related to the essential nature of the behavior.”  Motivation to complete a task in order to achieve a goal

Relationship Between Intrinsic Motivation and Proficiency  Success breeds success and failure breeds failure

Mathematical Formula of Motivation: Expectancy x Value = Motivation  Expectancy is defined as the degree to which an individual expects to be successful at the task  Value is the degree to which an individual values the rewards that accompany the success

How can we apply this motivation model to our instructional practices?