Pre-Competency Checklist: Central Bicol State University of Agriculture-Pasacao Campus

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

Sta Rosa del Norte, Pasacao, Camarines Sur
Website: www.cbsua.edu.ph
This module will discuss on the meaning and types of motivation as well as the human
environmental factors affecting motivation.
Upon finishing this module, the learner is expected to achieve the following outcomes:
a. Discuss motivation; and
b. Compose a song/poem describing teachers’ behavioral traits that are facilitative of learning.
PRE-COMPETENCY CHECKLIST
How motivated are you? Here is a test. Score yourself by checking the appropriate column.
Legend:
1 - Never
2 - Seldom
3 - Sometimes
4 - Often
5 - Always
Behavior 1 2 3 4 5
1. I study even when there is no quiz/test.
2. I enjoy working on homework.
3. I look forward to school days
4. I read for learning, not only for grades.
5. in every school task I do, I always do my best.
6. I give/do more than what is required.
7. I listen intently to my teacher’s lecture and instructions.
8. I participate actively in class.
9. I like homework.
10. When something is not clear, I ask questions to clarify.
11. I do not allow myself to be discouraged by my classmates,
unfavorable remarks.
12. My teacher’s unfavorable remarks do not turn me off, rather
they challenge me to do my best.
EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 1 | 11

13. I believe that success can be reached by anyone who works

hard.
14. I always feel excited about learning.
15. I submit course requirements not only for the sake of
compliance.
16. I study not only for grades but more for learning.
17. I believe that nothing is difficult if we spend hours learning it.
18. I believe that how much I learn from class depends ultimately
to me.
19. I believe I can cope with my teacher’s expectation.
20. I am always eager to learn new things.
21. I am very much interested to improve myself.
22. I read outside my assignments and lessons because it helps
me improve myself.
23. I love to be in the company of people who inspire me to keep
on growing.
24. I avoid people who no desire to improve themselves.
25. I see the relevance of my lessons to the realization of my
dream in life.
26. I am willing to give up the satisfaction of an immediate goal for
the sake of a more important remote goal. E.g. give up watching tv
in order to study
Total per column
Grand TOTAL
Analysis
Interpret your scores:
 One hundred thirty (130) is the perfect score. If you got 65, that means you are midway but
not highly or very motivated. The closer you are to 130, the better motivated you are.
 When can you say that a student is highly motivated to learn? What are indicators of a
student’s level of motivation?
LEARNING RESOURCES
For further readings, you may refer to the following references:
 Luca, M.R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive Process (4 th Edition). Metro
Manila, Philippines. Lorimar Publishing Inc.

EXPLORE!
Meaning of Motivation
- Motivation is an inner drive that causes you to do
something and persevere at something. It energizes
you to do something. It is the strength of the drive
toward an action. While ability refers to what children
can do motivation refers to what these children will do.
- Motivation refers to the initiation, direction, intensity
and persistence of behavior. When we get motivated
to do something, it is not enough that we start working
at that thing but that we get attracted to it. Our attraction towards it becomes so intense that
we persist working on it through thick and thin until its completion.
- Learner's motivation is the primary factor influencing both performance and success in school
(Ryan, et al, 2007).
Indicators of a High Level of Motivation

Your student's level of motivation is shown in his/her choice of action, intensity and
persistence of effort. If you have a highly motivated student, you have a student who is excited about
learning and accomplishing things. S/he takes the initiative to undertake learning tasks, assignments
and projects without being pushed by his/her teachers and parents. S/he has goals to accomplish
and dreams to realize. S/he is convinced that accomplishing the things s/he is asked to accomplish
in class helps her/him realize the goals s/he has set for herself/himself and his/her dream in life.
S/he is willing to give up the satisfaction of immediate goals for the sake of more important remote
goals. An example is her willingness to give up joining his/her barkada to watch a movie in order to
prepare thoroughly for final examinations.
A student who is highly motivated to learn enjoys learning and learns much more 'than the
one who is not as motivated. S/he persists and perseveres in her/his studies even when things turn
out to be difficult. S/he does not give up easily. As a result, his/her performance is satisfactory. In
contrast, a student who is not motivated to learn does not enjoy learning, does not study unless
"pushed". When s/he feels the difficulty of study, s/he readily gives up. S/he lacks perseverance.
In summary, motivated students have the following characteristic traits:
 have positive attitudes toward school and describe school as satisfying.
 persist on difficult tasks and cause few management problems.
 process information in depth and excel in classroom learning expertise. (Stipek, 1996, 2002
cited by Wooltok, 2013).

Types of Motivation
1. Intrinsic
- When the source of motivation is from within the person
himself/herself or the activity itself.
- It is motivation to engage in an activity for its own sake.
(Schunk et al, 2008).
Example:
A student reads pocketbook: because s/he
herself/himself wants to read them or because reading them is
in itself worthwhile and enjoyable.
2. Extrinsic
- When that which motivates a person is someone or

something outside him/her.
Example:
A student studies because s/he was told by her/his
teacher or because s/he is afraid to fail and his/her
parents will make her/him stop schooling or because it
will lead to a good grade, we can say that s/he is
extrinsically motivated.
- It is motivation to engage in an activity as a means to an end.
Example:
A student studies to please her/his teacher, parents or to get a good grade. He does not study for
the joy of studying.
Obviously, intrinsic motivation is more beneficial than extrinsic motivation because
intrinsic motivation comes from within the person himself/ herself. If that which motivates a person
is something or someone outside, the moment that person or that something is gone, the person's
motivation is also gone. Intrinsic motivation is evident when people engage in an activity for its
own sake, without some obvious external incentive present. Reading for no reason other than the
joy of reading illustrates intrinsic motivation.
Research indicates that intrinsic motivation is preferable because of its focus on learning
and understanding (Brophy, 2004).
The Role of Extrinsic Motivation

Initially, extrinsic motivation is necessary to develop the love for learning among poorly
motivated students. If good grades, rewards, praises or words of encouragement or fear of failing
grade can motivate unmotivated students to study, why not? For as long as students are hardly
motivated, external motivation in the form of rewards, incentives or punishment play a significant
role in the development of motivated students. It is expected, however, that these extrinsic
motivational factors be gradually replaced by internal motivation. In the concrete, this means that
after motivating the students to study by way of reward, praise, encouragement, punishment,
hopefully the students develop the genuine love for learning and becomes intrinsically motivated in
the process. In short, we may begin employing extrinsic motivation at the start but this should fade
away as the students get intrinsically motivated themselves.
ACTIVITY 1
Recall an experience where, because of your teacher, you were:

- motivated or encouraged to come to class
- turned off/afraid to come to class
ACTIVITY 2
Distinguish between extrinsic and intrinsic motivation. Give an example for each.

ACTIVITY 3
Read the student letter to a middle school science teacher with four years of teaching
experience. Feel the words. Right after reading it, proceed to Analysis for Activity 3.
I just wanted to write you a little thank you note for everything that you have done for me over
the past two years. I have learned a lot and had a whole lotta fun doing it. I loved the labs and
basically everything we did in your class because you made it fun. You made it fun so we learned
without even realizing that we were learning but when it was time to show that we knew it, we were
like, “Whoa! I guess I really did learn something!” Not only did you teach us about science, you put
us in real case scenarios and helped prepare us for high school and even college. But even further
than that, you were like a friend to me. That might scare you a little, but you really remind of myself,
and I hope I grow up to be at least a little like you. I feel like you genuinely care for being such a
great teacher and friend. You have sincerely contributed to the “awesomeness” of these years.
Thanks 1000 times. (Stronge, 2002)
Analysis:
1. The student considers her teacher great. List down at least three teacher’s behavioral
traits that made learning fun.
ACTIVITY 4
Recall an experience where, because of a classmate, you were:

- motivated or encouraged to come to class
- turned off/afraid to come to class

Teacher's Affective Traits

Studies suggest that management and
instructional processes are key to facilitating learning but
many interview responses, like the letter at the beginning
of this module, emphasize the teacher's affective
characteristics or social and emotional behaviors, more
than pedagogical practice. Some of your teachers were
motivating and inspiring. Others were not.
You are grateful to those who motivated and
inspired you. You must also be grateful to those who were
not as motivating and inspiring. In a way, they also helped
you become better persons in the sense that you strived
to become better than them.
Researches cite the following affective characteristics of effective teachers. (James H.
Stronge, 2002):
 Caring. Specific attributes that show caring are:
- sympathetic listening to students not only about life inside the classroom but more about
students' lives in general
- understanding of students' questions and concerns
- knowing students individually, their likes and dislikes, and personal situations affecting
behavior and performance
 Fairness and respect - These are shown in specific behaviors like:

- treating students as people
- avoiding the use of ridicule and preventing situations in which students lose respect in
front of their peers
- practicing gender, racial and ethnic fairness
- providing students with opportunities for them to participate and to succeed
 Social interactions with students - The specific behaviors of a facilitative social interaction
are:
- consistently behaving in a friendly, personal manner while maintaining professional
distance with students
- working with students not for the students
- interacting productively by giving students responsibility and respect
- allowing students to participate in decision making
- willing to participate in class activities and demonstrating a sense of fun
- having a sense of humor and is willing to share jokes
 Enthusiasm and motivation for learning shown in:

- encouraging students to be responsible for their own learning
- maintaining an organized classroom environment
- setting high standards
- assigning appropriate challenges

- providing reinforcement and encouragement during tasks
 Attitude toward the teaching profession

- having dual commitment to personal learning and to students' learning anchored on the
belief that all students can learn
- helping students succeed by using differentiated instruction
- working collaboratively with colleagues and other staff
- serving as an example of a lifelong learner to his/her students and colleagues
 Positive expectations of students manifested in:
- striving to make all students feel competent
- communicating positive expectations to students, i.e., they will be successful
- having high personal teaching efficacy shown in their belief that they can cause all
students to learn.
 Reflective Practice
- reviewing and thinking on his/her teaching process
- eliciting feedback from others in the interest of teaching and learning
Classmates - Bullying and the Need to Belong

Students form part of the human environment of the learner. In fact, they far outnumber the
teachers in the learning environment.
The need to belong is a basic human need. Students who are accepted by teachers and
classmates feel they belong to the class. Students who feel that they are part of the class look
forward to attending and participating in class, that they are part of the class. The sense of
belongingness enhances their learning and performance. The prevalence of bullying, however
obstructs the creation of a learning community where everyone feel that they belong. With bullying
in schools, the learning environment cannot safe. Then by all means, bullying should be eliminated
in schools. Bullying takes on several forms. It can be mild, it can be intense or deeply-seated and
highly violent. Today, safety in schools is being raised all over the world.
Parents as Part of the Learners’ Human Learning Environment

The learner spends at least six hours in school. The rest, s/he spends at home. Parents,
therefore, are supposed to have more opportunity to be with their children than teachers. How many
of our parents 'use this opportunity to support their children in their studies?
What parents' behavioral traits are supportive of their children's learning? Parents who are
supportive of their children's learning are observed to do the following:
 Follow up status of their children's performance
 Supervise their children in their homework/project
 Check their children’s notebooks
 Review their children’s corrected seat works and test papers
 Attend conference for Parents, Teachers, and Community Associations (PTCA)

 Are willing to spend on children’s and to get involved in school activities
 Participate actively in school-community projects
 Are aware of their children’s activities in school
 Meet the friends of their children
 Invite their children’s friends at home
Unsupportive parent behaviors are the opposite of all those listed above.
The interaction between the learner and the teacher, among the learners, and among the learner,
teacher and parents affect the learner's motivation. Whether the climate that comes as a by-product
of the interactions nurtures or obstructs learning depends on the quality of these interactions.
ACTIVITY 5
Compose a song or a poem about a highly motivated teacher.

DISCUSSION BOARD
Complete this statement.

A caring teacher ______________________________________________________
(Concrete behavior)
POST-COMPETENCY CHECKLIST
Prepare a reflection paper about what you have learned on Motivation. Minimum of 300 words.


Pre-Competency Checklist: Central Bicol State University of Agriculture-Pasacao Campus

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 1 | 11

13. I believe that success can be reached by anyone who works

For further readings, you may refer to the following references:

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 2 | 11

Indicators of a High Level of Motivation

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 3 | 11

- When that which motivates a person is someone or

The Role of Extrinsic Motivation

Recall an experience where, because of your teacher, you were:

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 5 | 11

Recall an experience where, because of a classmate, you were:

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 6 | 11

Teacher's Affective Traits

 Fairness and respect - These are shown in specific behaviors like:

 Enthusiasm and motivation for learning shown in:

- assigning appropriate challenges

 Attitude toward the teaching profession

Classmates - Bullying and the Need to Belong

Parents as Part of the Learners’ Human Learning Environment

 Attend conference for Parents, Teachers, and Community Associations (PTCA)

Compose a song or a poem about a highly motivated teacher.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 9 | 11

Complete this statement.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 10 | 11

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 7 ) P a g e 11 | 11

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