Study Guide in Prof.Ed.

103-Facilitating Learner Centered-Teaching Module 4: Unit 4-- Focus on Clasroom Processes

Module No. 4

Unit 4- Focus on Clasroom Processes

MODULE OVERVIEW

Understanding the processes that take place in the classroom is critical to improving the
overall quality of education. To have a full picture of the quality of education, it is necessary to
critically study the teaching-learning processes as well as the actions of teachers and students in the
classrooms and at schools. When it comes to learning, the relationship between teachers and
students, the attitude of children toward school, the presence and absence of teachers during
authorized class hours, as well as activities conducted by teachers and students during instructional
hours, are all critical factors.
That's why maintaining focus is crucial: it serves as a springboard for all the other
processes that take place in the mind. All of your cognitive abilities will suffer if you don't have
good focus. Realistically speaking, if you can't concentrate, then you can't think. The ones that are
more tedious, tough, or simply less pleasurable test their concentration. Concentration and
attention span are critical for children's development because they help them learn and progress
especially when they are inside the classroom, both of which lead to increased self-esteem and self-
confidence. The classroom provides a safe environment in which learning can take place without
being disrupted by outside influences. Distractions prevent students from paying attention in class;
nevertheless, for daydreamers, the largest distraction is the monotonous drone of the teacher's
voice!
The focus progression in classroom processes, as I like to refer to it, is a useful approach
to think about your studying focus. You will complete the task at hand if you concentrate on it
intently and without interruption for the required period. If you put in the necessary effort and stay
focused, you'll finish the job quickly and have a high-quality end product. Controlling your
capacity to focus and block out distractions gives you a great weapon for consistently high
performance and being both productive and efficient in your professional activities. Better work,
more success, and reaching your professional goals are all outcomes.

LEARNING OBJECTIVES

1. Explain the focus on classroom processes through motivation.

2. Identify those Environmental Factors Affecting Motivation.

LEARNING CONTENTS

A. MOTIVATION
Goal-directed behavior is initiated, guided, and maintained by the process of motivation.
Motivation is defined as follows: In other words, it is what motivates you to act, whether it is
grabbing a glass of water to quench your thirst or reading a book to expand your knowledge base.
The biological, emotional, social, and cognitive forces that activate behavior are all referred to as

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 4: Unit 4-- Focus on Clasroom Processes

motivational forces. A person's "motivation" is frequently used in ordinary conversation to describe

why they do something. People's actions are propelled by this powerful energy.
Motivation does not just relate to the elements that cause behaviors to occur; it also refers
to the components that lead and maintain these goal-directed activities over a period of time
(though such motives are rarely directly observable). Therefore, we must frequently assume the
motivations behind people's actions based on their observed behaviors, which is not always easy to
do.
1. TYPES OF MOTIVATION

 Extrinsic motivations- are those that occur from outside of the individual and frequently
entail trophies, money, social recognition, or praise as a kind of reward.
 Intrinsic motivations- are those that originate from within the individual, such as
completing a difficult crossword puzzle solely for the pleasure of solving a problem.
 Introjected motivation- is an internalized incentive similar to intrinsic motivation, but it is
a negative form of motivation that arises from inaction, such as a work that is done poorly
or not at all, and the person feels terrible. Negative reinforcement is similar to this type of
motivation, however the trigger for the person's motivation is internal rather than external.
 Identified motivation- is a type of motivation that happens when a person recognizes or
feels the need to execute or complete a task but does not yet act on that desire. This is a
strong sort of internal drive that motivates people to take action. People frequently feel that
behavioral influencers such as a reward or punishment are sufficient to inspire action, yet
motivation is generally a gradual process.

2. THEORIES ON FACTORS AFFECTING MOTIVATION

 Attribution Theory- An attempt to describe the interpretive process by which people make
judgments about the causes of their own and other people's actions. Fritz Heider (1958)
established an attribution theory after analyzing how people explain others' behavior.

There are three (3) ways:

a. LOCUS (PLACE)- Internal versus external.

b. STABILITY- Stable versus unstable.
c. CONTROLABILLITY- Controllable versus uncontrollable.

 Self-efficacy Theory- refers to a person's belief in his or her ability to carry out the actions
required to achieve specified performance goals (Bandura, 1977, 1986, 1997). Self-efficacy
refers to a person's belief in their ability to manage their own motivation, behavior, and
social environment.

 Self-determination and Self-regulation Theory- proposes that three basic and universal
psychological needs propel humans to grow and evolve. This idea claims that when
people's demands for competence, connection, and autonomy are met, they can become
self-determined.

 Choice Theory- empowers us to take responsibility for our own lives while also allowing
us to cease trying to control the actions and lives of others. We are empowered to take
responsibility for our own choices and to encourage others in taking ownership of their
choices when we use Choice Theory.

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 4: Unit 4-- Focus on Clasroom Processes

 Goal Theory- is a broad approach to motivation that emphasizes the importance of setting
goals as a source of intrinsic motivation. There is a link between the difficulty of the aim,
the level of performance, and the amount of effort required. According to goal theory, a
number of factors play a key role in achieving success.

3. STUDENTS DIVERSITY IN MOTIVATION

Age, culture, gender, socioeconomic background, and special education requirements

are all factors that influence student motivation. There is no one-size-fits-all approach to
encouraging students. We will be able to learn how these elements influence student motivation
through the module on Student Diversity in Motivation. The property or state of having various
forms, types, or concepts is known as diversity. Motivation is the act or process of providing
someone a cause to accomplish something, while diversity is the state of having people of diverse
races or cultures in a group or organization.
Age, gender, ethnic, socioeconomic backgrounds, and special education needs can all
influence our students' motivation. Our class is made up of kids of all ages, genders, and cultural
backgrounds, as well as socioeconomic position. Our pupils' motivating motivations are shaped by
the factors of their upbringing — their family, friends, school, church, and books. It is best to use
differentiated techniques to motivate them all to learn. “Different strokes for different folks.” What
one person considers to be medicine may be poison to another.
B. ENVIRONMENTAL FACTORS AFFECTING MOTIVATION

1. HUMAN ENVIRONMENTAL FACTOR’S AFFECTING MOTIVATION

A. TECAHER’S AFFECTIVE TRAITS

Communication, listening, collaboration, adaptation, empathy, and patience are

all attributes of a good teacher. An engaging classroom presence, value in real-world
learning, the exchange of best practices, and a lifetime love of learning are all aspects of
excellent teaching. Sharing power in the classroom is a key component of affective
teaching. When teachers make decisions with students regarding the content and
direction of future learning, this is known as power sharing. When students can teach
peers, evaluate themselves, and select how to complete assignments, they feel
empowered.

B. CLASSMATES- THE NEED TO BELONG

The need to belong is a basic human need. Students who accepted by teachers
and classmates. They need to feel that they looking forward attending class like excited
as ever.

C. PARENTS- SUPPORT AND HELP THE CHILDREN

Parents who are actively involved in their children's education can have a good
and long-term impact on their children's ability to learn. Children's short-term cognition
improves and their social and emotional development improves when they receive high-
quality early learning and care. Similarly, it would aid long-term academic and
professional performance.

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 4: Unit 4-- Focus on Clasroom Processes

2. THE CLASSROOM CLIMATE

The atmosphere, attitudes, standards, and tone that you and your students
experience in your classroom are referred to as classroom climate. A hostile, chaotic, and
out-of-control classroom setting might feel hostile, chaotic, and out of control. A positive
classroom climate is one in which students feel safe, respected, welcomed, and supported in
their learning.
It's vital because it encourages parents to get involved in their children's education
and helps schools respond to and, where possible, prevent crises. Classroom atmosphere
can definitely boost community involvement and support while also making it easier for
students and their families to get specialized services when needed. The quality of school
life and learning is heavily influenced by the atmosphere of the classroom.

3. THE PHYSICAL LEARNING

The whole design and arrangement of a classroom and its learning centers is
referred to as the physical environment. Teachers should organize the environment's spaces,
furnishings, and materials to enhance each child's learning possibilities and involvement.
The physical environment is significant because it can influence students' comfort and, to
some extent, their capacity to learn. Uncomfortable students are less likely to learn as well
as those who feel at ease. Furthermore, the atmosphere can have an impact on student
morale.

LEARNING POINTS

Here are some things to do to keep yourself away from distractions while studying:
 Put your phone on silent mode and place it at the other end of the room.
 Turn off your Internet access.
 Take a deep breath when you’re about to get distracted.
 Ask classmates and friends to give you privacy.
 Get eight hours of sleep every night.
 Use a tool like Asana.com to help you prioritize your tasks.

LEARNING ACTIVITIES

A. DIRECTION: Enumerate what is being asked.

1. What are the three (3) ways in Attribution Theory? 3 points.
2. Give the four (4) types of motivation and their definition. 4 points

B.Essay
Write a brief explanation about “Different strokes for different folks.”. 3 points
 

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 4: Unit 4-- Focus on Clasroom Processes

REFERENCES

Dickey, R. (2021). English Education: Focus on the Classroom. Academia.

https://www.academia.edu/1339126/English_Education_Focus_on_the_Classroom

Cherry, K. (2020, April 27). What Is Motivation? Verywellmind.

https://www.verywellmind.com/what-is-motivation-2795378

Gwapa, J. (2015, January 15). Theories on factors affecting motivation. Slideshare.

https://www.slideshare.net/JelloGwapa/theories-on-factors-affecting-motivation-43575154

Domato, M. (2019, March 26). Human environmental factors affecting motivation. Slideshare.
https://www.slideshare.net/maryrosedomato/human-environmental-factors-affecting-motivation-
138198189

Kamb, R. (2012 August 12). Key Factors in Creating a Positive Classroom Climate. Cfchildren.
https://www.cfchildren.org/blog/2012/08/key-factors-in-creating-a-positive-classroom-climate/

Bovey, T., & Strain, P. (2005). Page 2: Physical Environment. Vanderbilt.

https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p02/

Prepared by : DR. GLORIA M. CAPANANG

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Study Guide in Prof.Ed.103-Facilitating Learner Centered-Teaching Module 4: Unit 4-- Focus on Clasroom Processes

Faculty, Professional Education Dept.

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