ED 105- FACILITATING LEARNER CENTERED LEARNING

PART 4
Focus on Classroom Processes

Submitted by the ff:

Reporters
Arlyn Decara BPED 3A
Jims Anthony Dorado BPED 3A 4.1.1. Meaning and Types of Motivation
Bevelyn Anoche BPED 3A
Sheila Mae Dorado BPED 3A
May Borce BPED 3A
Jims Anthony Dorado BPED 3A
Alicic Robina Delig BPED 3A
Nichole Delfin BPED 3A
Topic
4.1. Motivation
4.1.2.Theories on Factors Affecting Motivation
4.1.3. Students’ Diversity in Motivation
4.2. Motivation in the Classroom
4.2.1. Human Environment Factors Affecting
Motivation
4.2.2. The Classroom Climate
4.2.3.The Physical Learning Environment

Submitted to:

Ma. Cecelia Deocampo, Course Facilitator

4.1. Motivation
What is motivation?
Motivation is a feeling that pushes you to achieve something. Passion,
enthusiasm, determination, and goals are some of the major motivating factors in
one’s life.The desire to complete a task can be termed as motivation. It can drive us to
make discoveries and innovations, and achieve milestones that once seemed out of
reach.
Motivation is the word derived from the word ’motive’ which means needs,
desires, wants or drives within the individuals. It is the process of stimulating people
to actions to accomplish the goals. In the work goal context the psychological factors
stimulating the people’s behaviour can be -desire for money, success, recognition
job-satisfaction, team work, etc.
According to neuroscience, motivation can be defined as the movement
towards a positive stimulus or a movement away from negative stimulus. In
psychological terms, motivation is a signal that affects your thoughts. Your thoughts
change your behavior, and your behavior affects the end result. Maslow’s hierarchy of
needs defines motivation as the drive in humans to fulfill their unsatisfied needs. If a
person’s physiological needs are met, they then seek to fulfill their safety needs. Once
the person feels safe, they are motivated to find love, friendship, and so on.
Motivation also helps in making you active in life. You will struggle more to
fulfill your goals. A self-motivated person always discovers a way to understand the
issues hindering the path to complete a task. Moreover, they do not require other
people’s support to accomplish a challenging task close to them.
So, always stay motivated in life without losing hope. When you stay
motivated each day, it’ll push you closer to your goals. Learn to remain calm when
you go through any hard day. It’s an excellent habit and must be applied in life. As a
result, all your negative thoughts will start fading away.

REMINDERS:
1. Motivation is significant for the overall growth of your mind as well as personality.
2. It helps you focus on your goals based on values and skills.
3. Motivation is a necessary resource to improve and work productively during
changing times as well as threats.
4. It boosts your desire to achieve a meaningful life goal.
5. You can listen to speeches, videos, read books, or quotes from inspirational people
to rework on your lost motivation.
6. You will learn to fight your fears and negative thoughts when you are motivated.
7. Motivation helps professionals to be positive and happy while working hard to
achieve goals.
8. When you are motivated, you learn to organize and prioritize your life.
9. Motivation help students to concentrate and work hard in the class.
10. It awakens the sense of meaning in life.

4.1.1. Meaning and Types of Motivation

Motivation is not only important in its own right; it is also an important
predictor of learning and achievement. Students who are more motivated to learn
persist longer, produce higher quality effort, learn more deeply, and perform better in
classes and on standardized tests.

Types of Motivation
Intrinsic motivation is the act of doing something without any obvious
external rewards. You do it because it’s enjoyable and interesting, rather than because
of an outside incentive or pressure to do it, such as a reward or deadline.
An example of intrinsic motivation is a student learning new
vocabulary words because they love to read.
Extrinsic motivation, however, is learning because of external factors.
Students may be motivated to learn to pass a test, to gain a reward, or to avoid a
punishment.
An example of extrinsic motivation is a student who is studying so their
parents will not ground them for poor grades.

4.1.2.Theories on Factors Affecting Motivation

 Attribute Theory
This theory explain that we attribute our successes or failures or other events
to several factors.
 Self-Efficacy Theory
 It is the belief that one has the necessary capabilities to perform a task, fulfill
role expectations, or meet a challenging successfully.
 Self-Determination and Self-Regulation Theories
Students are more likely to be intrinsically motivated when they believe they
can determine their learning goals and relate their learning.
 Choice Theory
Is a biological theory that suggests we are born with specific needs that are
genetically instructed to satisfy. All of our behavior represents our best attempt at any
moment to satisfy our basic needs or genetics instructions.
 Maslow’s Hierarchy of Needs
Based on Maslow’s theory a satisfied need is not a strong motivator but an
unsatisfied need is.
 Goal theory
Desire to acquire additional knowledge or master new skills.

4.1.3. Students’ Diversity in Motivation

In this topic, challenge yourself to:
 reflect on your own experiences as you read through situations given
in this module,
 present the social and cultural influences on the cognitive and
motivational processes of learning by means of a graphic organizer,
and
 state and explain two principles on the social and cultural influences
on motivation.
Young children often want to gain teacher's approval to be motivated while
the older ones are typically more interested in gaining approval of peers. (Juvonen and
Weir, 1993 quoted by Ormrod, 2004.) Elementary students tend to attribute their
successes to effort and hard work. By adolescence, however, students attribute
success and failure more to an ability that is fairly stable and uncontrollable. Effort
becomes a sign of low ability(Nicholls, 1990; Paris Cunningham, 1996 quoted by
Ormrod, 2004.)
Students of Asian background are more likely to attribute academic
achievement to unstable factors like effort and attribute appropriate and inappropriate
behaviors temporary situational factors than students brought up in main stream
Western culture. (Lillard, 1997; Peak, 1993 quoted Ormsrod, 2004).
 Students from low-income families are among those most likely to be at risk
for failing and dropping out of school.
 Students with special educational needs show the greatest diversity in
motivation, Some students who are gifted may have high intrinsic motivation
to learn classroom subject matter, yet they may be come easily bored if class
activities don't challenge their abilities.

 To motivate all of them for learning, it is best to employ differentiated

approaches. "DIFFERENT FOLKS, DIFFERENT STROKES." What is medicine
for one may be poison for another.

 Two principles to consider regarding social and cultural influences on motivation

are:
 Students are more likely to model the behaviors they believe are relevant to
their situation.
 Students develop greater efficacy for a task when they see other themselves
performing the task successfully. (Ormrod, 2004)

4.2. Motivation in the Classroom

The word motivation refers to getting someone moving. When we motivate
ourselves or someone else, we develop incentives or we set up conditions that start or
stop behaviour. In education, motivation deals with the problem of setting up
conditions so that learners will perform to the best of their abilities in academic
settings. We often motivate learners by helping them develop an expectancy that a
benefit will occur as a result of their participation in an instructional experience.

The Strategies that can contribute to students 'motivation

 Teachers don't teach in ideal world
In ideal classroom, students pay attention, ask questions and want to learn. They do
their assignments without complaint and study without being coaxed and cajoled. But,
teachers often have students who don't seem motivated to work on the classroom tasks
set out for them.
 Therefore, teachers contribute a great deal to students' desires to learn and to
take responsibility for their learning.
Teachers use extrinsic motivation to stimulate learning or encourage students
to perform in a particular way. It is one of the most powerful motivations. It is
operative when an individual is motivated by an outcome that is external or somehow
related to the activity in which she or he is engaged.
 Rewards for my students
This motivation arises from the use of external rewards or bribes such as food,
praise, free time, money or points toward an activity. These incentives are all external,
in that they are separate from the individual and the task.

 Other Strategies of How to Help Motivating Learners

According to Carol Ames (1990, 1992), there are six areas that can influence
students' motivation to learn.
1.The task that students are asked to do.
2. The autonomy students are allowed in working
3. How students are recognized for their accomplishments.
4.Grouping activities
5.Evaluation procedures
6.Scheduling of time in the classroom

4.2.1. Human Environment Factors Affecting Motivation

If environment is defined as the sum total of one’s surroundings then
environmental factors that affect student’s motivation include human as well as non-
human factors. The immediate human factors that surround the learner are the
teachers, the other students and his/her parents.

The three Human Environmental Factors Affecting Motivation Teachers,

Classmates, Parents
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 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.

Researchers cite the following Affective characteristics of effective teachers (James H.

Stronger, 2002)
1. Sympathetic listening to students not only about life inside the
classroom but more about student’s lives in general - Understanding of
students’ questions and concerns - Knowing students individually, their likes
and dislikes, and personal situations affecting behavior and performance.
2. 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.
3. Social interactions with students- the specific behaviors 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 - Having a sense of humor and is willing to share jokes -
Willing to participate in class activities and demonstrating a sense of fun.
4. Enthusiasm and motivation for learning shown in: - Encouraging
students to be responsible for their own learning - Maintain an organized
classroom environment - Setting high standards - Assigning appropriate
challenges - Providing reinforcement and encouragement during tasks.
 5. 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.
6. Positive expectations of students manifested in: - Striving to make
all students feel competent - Having high personal teaching efficacy shown in
their belief that they can cause all students all students to learn. • -
Communicating positive expectations to students, i.e., they will be successful.
7. Reflective Practice - Reviewing an thinking on his/her teaching
process • - Eliciting feedback from others in the interest of teaching and
learning.
Classmates as Part of the Learners’ Human Learning Environment
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.
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?

4.2.2. The Classroom Climate

The classroom climate may be defined as the social, physical, emotional, and
intellectual environment of a classroom. It allows students to obtain knowledge from
social interactions with teachers.
Different aspects of the classroom climate and student development –
intellectual development and social identity development in particular – interact with
each other to have an impact on student learning and performance.
 The classroom climate is influenced by two things:
1. Physical Environment
2. Psychological Climate

PHYSICAL ENVIRONMENT
 Physical Classroom Condition
 Furniture Arrangement
 Seating Arrangement
 Temperature and Lightning
PSYCHOLOGICAL CLIMATE
 Safety
 Relationships
 Teaching and Learning
Positive Classroom Climate
 Develop and reinforce classroom rules and norms
 Promote positive peer relationships.
 Nurture positive relationships with all students.
 Students are involved in Rule Making
 Respect for Diversity
 Recognizes peoples right to make mistakes
 Encouraged openness of self rather than concealment of self
 Make people feel respected
  Makes people feel accepted

4.2.3.The Physical Learning Environment

What is Physical Learning Environment?
 A learning environment is a combination of social and physical qualities that
creates a classroom experience
 It includes classroom management, procedures as well as the space is
organized, furnished and maintained.
Weinstein and Mignano (2003 )
There are six basic functions of the physical environment for security and
protection, as the social context, as a symbolic identifier, as tool to do the task,
having the function of fun and function as a place for student growth.

Loughlin and Suina (1982)

Also considers the physical learning environment as an important teaching tool for
teachers. Teachers need to plan the layout and learning space in order to meet the
learning goals and provide a comfortable learning environment for students.
Accordingly, there are many bad behaviors resulting from weaknesses in existing
learning environment.
Tessmer and Harris (1992)
 Three kinds of physical factors of learning environment to develop
effective teaching.
 First, learning facilities including state of the furniture and learning
location take place. The location maybe a classroom, a computer lab, a
science lab, an office, or any place where learning occurs. Important aspect
of facilities are in the learning space, a seating area, temperature, sound,
lighting and accessibility.
 Second, instructional materials related to object used in the environment
by teacher and students. Teaching materials are as attachments, video tapes,
computer compact discs and books. Factors that should be seen when
designing teaching is related to teaching materials whether can be
customized, easy to use, can be reproduced and can be replaced.
 Third, the equipment and materials for teaching and learning that are
frequently used.

THE TRADITIONAL CLASSROOM SETTING

 Teacher centric
 No support of technology
21ST Century Classroom
 Flexible Learning Spaces
 Collaborative
 Connected
A Conductive Physical Learning Environment
A. Conveniently arranged furniture
B. Flexible seating arrangement
a. Formal seating pattern
b. Informal seating pattern
C. Clean, well-lighted, well-ventilated, noise free, fresh classroom setting
A Conductive Learning Environment:
 Allows maximum interaction between teacher and student and among
students.
 Allows student movement without unnecessary distraction.
 Allows the teacher to survey the whole class
 Is safe, clean, and adequately lighted and
 Makes possible re-arrangement of chairs as the need arises

A. Conveniently Arranged Furniture

DESCRIPTION:
Furniture are positioned appropriately
PRINCIPLES:
 Allows the students to move without distractions
 Clear view of presentations on the board
TEACHING IMPLICATION
  Provides enough space for the students to sit conveniently without
hesitations
 Example activities: essays and reaction papers
B: Flexible Seating Arrangement
PRINCIPLE:
Allows interaction between teacher and students, and among students
Teaching Implication:
 Allows the students to discuss and share their ideas with the teacher
FORMAL SEATING PATTERN
a. Traditional Seating pattern
Principle and Implication:
 Chairs are form of rows and columns directly facing the teacher
 Reduce the student-student interaction which gives teacher control
 Conductive environment on classroom on class discussions
b. Informal Seating Pattern
Principle:
 Enhanced students’ social skill
Teaching Implication:
 Develops cooperative learning
 Helps one another by sharing materials
Activity
 Group discussion and poem interpretation
Clean, well-lighted, well-ventilated, noise free classroom setting
 Natural light and flowing fresh air can enter the room
 The doors and windows can be easily close without difficulty
 Noise free classroom setting