Assignment No.

Course Name: General Methods of Teaching

Course Code : ‘’ 8601 ’’
Semester : Spring, 2021 B.Ed 1.5 Yrs
Name : Farwa Munir
Roll No : CE-614625

1
 QUESTION NO.1

Part (i)

Define teaching? Elaborate old and new aspects of teaching?

Answer:

Teaching definition:-

‘’Teaching is one of the mechanisms of education to impart understanding and skillfulness’’

‘’Teaching is considered as deliberate actions undertaken with the intention of facilitating learning”

‘’Teaching is also defined as a method in which students are willing for learning by providing early
arrangement to illuminate planned conclusions and indicate derived learning strategies.”

Teaching is the process of paying attention to people’s needs, experiences and feelings, and
intervening to teach them something and beyond what they can provide.Some intellectuals
have also pay light for defining teaching, Their point of view are as follows:-

 Teaching is an intimate contact between the more mature personality and a less mature
one.(H C Morrison)
 Teaching is an activity with four phases, a curriculum planning phase, an instructing phase,

OLD AND NEW ASPECTS OF TEACHING:

Traditional and Modern Teaching Concepts
For centuries, there had only been one method of teaching in practice as a teacher explains a
lesson and students memorize and recite it as their learning. This is called the traditional way
of teaching, which was an obstacle between students and their innovative thinking. Then they
continue lacking in decision making and problem-solving skills. On the other hand, modern
ways of teaching are student-based and dedicated to more practical approaches. 

Traditional Teaching methods
The traditional method of teaching is when a teacher directs students to learn through memorization
and recitation techniques thereby not developing their critical thinking problem solving and decision-
making skills.
The traditional methods of teaching are still prevalent in most parts of our nation. In
educational institutions, teachers are the only source to gain information. Teachers explain the concept
to the learners with the use of blackboard and chalk. They write all the content on the blackboard and

2
ask the students to note down in their notebooks and memorize and recite the notes. All the focus of
education in these institutions is to pass the semester.

Traditional Methods of Teaching that are Still Followed in Most Schools:

 Classrooms are teacher-centric.
 The chalk-talk method is prevalent.
 Teachers are only knowledge dispensers, still not facilitators.
 Strictly organized and controlled Classroom.
 Clearing examinations are more important than grasping knowledge.
 Homework based education.

In traditional teachings, teachers are all responsible for learning and teaching environments.
They play sole roles in making decisions and instructing students. For them, the knowledge void
of students has to be fulfilled with content which can be provided only by them.

Modern Teaching Methods

The teaching method which focuses more on teaching the students for improving their intellect
behavior by using various new and innovative ideas rather than making them recite the syllabus to clear
the examination with the same old style is Modern Teaching Methods in simple words.”
Over the period, the importance of modern teaching methods and education equipped
with high technology is felt and hence started incorporating the new techniques into education.
Advantages of Modern Teaching Methods modern teaching methods are more interactive and
keep students intact.

 visual medium helps memorize the concept fast and for a more extended period than reading.
 Less time-consuming.
 content is less explanatory than a representation of videos and animations used in the modern
teaching methods.

Modern teaching methods that are being Adopted in Schools:

 Classrooms are being equipped with technology, internet and web.
 Evaluations are being done at all stages.
 Focus more on an understanding of concepts.
 Skill development and values development are put in the most crucial place.
 Interactive whiteboards and Collaborative learning
 Emphasis on practical knowledge more.
 Activity-based and gaming based learning.
 Integrative and research-based learning.
 Flipped Classroom and problem-based learning

Conclusion:
In short, the inclusion of modern teaching methods in this time is necessary as it opposes the
idea of traditional forms of repetition and memorization of the syllabus to educate students. To

3
develop decision-making skills, problem-solving skills, and critical thinking ability, modern
teaching methods are best suited. The new ways of teaching make students more productive
and encourage them to collaborate.

Reference:

 8601 book B.Ed Course AIOU “General methods of teaching”

 www.google.com
 www.wikipedia.com

QUESTION NO.1

Part (ii)

Highlight the principles of effective teaching?

Answer:

Introduction
(1999) Richard T. Walls introduced the concept of  "Four Aces of Effective Teaching" 
to link the teaching process and the teaching of learners. The four "Aces of Effective Teaching"
are described below. 
(Ace 1 Outcomes)
 Tell students where and why they are going. Strictly pursue clear goals.
(Ace 2 Clarity)
 Make the connection as clear and simple as possible, Build on students' previous
acquaintances. 
(Ace 3 Engagement)
 Do not give lectures longer than 30 minutes. Prepare students for any activity before
conducting it.  
 People learn from what they do. Let students do whatever you want them to do.  
(Ace 4 Enthusiasm)
 If you are bored of teaching something, students are bored of learning it.
 The only key to success is readiness. 
Principles of effective teaching

According to the walls, teaching students becomes faster and more sustainable.  When the
teacher adopts the above principle for teaching .

Outcomes 

4
 The Outcomes enable students to focus on clear teaching goals.  These results tell students
where they are going and how to achieve them.  The results also provide the teacher with a
framework for sampling and articulating the text of the curriculum.   The results enable the
teacher to evaluate students' teaching as a measure of their effective teaching.

Clarity
 
     The effective teaching provides explanations and details of the text and concepts of an
influential teacher curriculum. If students are not learning, it means that the teaching method is
less than the required level of clarity.
Therefore, the teacher should explain the alternative background through alternative
understanding. The effective teaching derivative of the teacher should be able to connect the
students to the new material and the concepts already learned.

Engagement

  The principle suggests that students learn by doing certain things.  The teacher must provide
a valuable learning environment that allows students to practice every concept they learn. 
 Influential teacher adopts teaching strategies that keep students fully engaged in teaching
adopts teaching strategies that focus on teaching. 

 Enthusiasm

 The principle of high level of enthusiasm reflects the professional confidence of the teacher
and the information and teaching experiences related to the leisure subject.  
The teacher creates a learning environment and expresses enthusiasm for the subject.  He
takes the name of the student and motivates the students to participate in the class and among
the students. 
  The teacher should use the stated principles and information related to them in different
ways for the effectiveness of his teaching.
Reference:

 8601 book B.Ed Course AIOU “General methods of teaching”

 www.google.com

QUESTION NO.2

Part (i) Describe the teacher's personality traits to create and maintain a
classroom/ learning environment?

Answer:
5
A teacher’s personality traits are important as Callahan, (1966) says that the teacher whose
personality helps create and maintain a classroom or learning environment in which students
feel comfortable and in which they are motivated to learn is said to have a desirable teaching
personality. Research says that teachers are cognitively oriented toward pupils while pupils are
affectively oriented toward teachers. Teacher’s personality is, therefore, directly and indirectly
related to learning and teaching in the affective domain as well as to that in cognitive and
psychomotor domains, (LEW, 1977). Teachers have rights and responsibilities to develop a
climate in the classroom which supports effective learning. Aristotle quoted in Stephen Covey,

The personality traits of a good teacher to maintain learning environment in class can be
described in three types;

a) Personal characteristics
b) Administrative characteristics
c) Professional characteristics

a) Personal Characteristics:

Elementary school teachers need the following personal characteristics:

 Fairness:

Fairness is one of the characteristics of the students’ favorite teachers. All humans possess an
inbuilt sense of fair play. Whenever a person violates, the other person in this situation is
prone to react negatively.

 Positive Attitude:

Another characteristic that students’ like most is the positive attitude and approach of their
teachers they use into the classroom.

 Preparedness :

Competence and knowledge of the content area being taught is something that our college
students have always mentioned about their favorite teachers. In a research the students
pointed out that in classrooms where teachers were well prepared, behavior problems were
less prevalent

 Personal Touch:

Teachers who are connected personally with their students; call them by name, smile often,
ask about students’ feelings and opinions, and accept students for who they are.

6
 Sense of Humor:

If a teacher has the ability to break the ice in difficult situations with the use of humor, this is
an extremely valuable asset for teaching.

 Creativity:

Students always like the unusual things that their teachers do in creative ways

 Willingness to Admit Mistakes :

Like everybody, teachers may make mistakes. Sometimes students may know when their
teachers make mistakes.

b) Administrative Characteristics:

Let us read the teacher’s characteristics from the administrator’s point of view:

Exhibit enthusiasm:

The enthusiastic teacher can make learning fun for the students. if the teacher has willingness
to teach he can make a difference in the motivation of students

Know your content:

Teachers must keep up with their field of expertise. The teacher must have mastery of the
knowledge and new developments in the field.

Be organized:

In order to be organized, the teacher must learn how to handle the routine for example
collecting student work, handing out materials, posting assignments, what to do when finished
with an assignment, communicating class news, etc.

Teach actively:

Hard working teachers are always appreciated. Good teachers are actively involved in teaching.

Show a good attitude:

7
A philosopher, Voltaire, said, "the most courageous decision one makes each day is the
decision to be in a good mood”. The students need models with positive attitudes.

Establish successful classroom management:

Teacher must establish the classroom management system from the first day of class. Because
the discipline and management structure are essential for students to be on work.

Pace instruction:

Learning is directly related to the opportunity to learn. Students learn the most by doing, not by
watching, not by standing in line, and not by listening.

Communicative:

Good teachers give information clearly. They are concise, demonstrate and explain in detail.
Teachers must give accurate directions when presenting new information

Question effectively:

Questioning is a powerful teaching tool. The productive thinking occurs only through
questioning. Ask questions directed to the whole class as well as to individuals.

Differentiate instruction:

One of the biggest challenges to teaching is working with students having a great range of
learning styles, personalities, and rates of learning.

Build success into your class:

Success rate is important. If a student continuously makes mistakes, he/she can become
frustrated which may result in behavior problems and loss of effort.

Hold high expectations:

High expectations need to be communicated for good performance.

Create a pleasant atmosphere:

8
Don't allow your classroom to send out the aura of the haunted house on the hill. Miserable,
dull, and boring environment will decrease the percentage of learning. Cheerful and happy
classrooms will stimulate learning.

Be flexible:

teaching requires flexibility. Teachers must be able to adjust and their teaching according to
the available time and resources. During teaching it usually happens when teacher is sensitive
enough to student needs.

c) Professional Qualities:

The teacher’s professional characteristics are following:

 Collaboration
 Honesty and Integrity

 Respect
 Commitment to Learning
 Emotional Maturity
 Leadership and Responsibility

Conclusion:

"The Seven Habits of Highly Effective People", says we are what we repeatedly do. Climate in
their classroom is based on the teachers’ personality and style of teaching, the tone of their
voice, and the little things they continually say and do on a daily basis. In the classroom, the
learners’ behavior could be determined from the way their teachers behave with them.
Reference:

 8601 book B.Ed Course AIOU “General methods of teaching”

 www.google.com
 www.wikipedia.com
 www.ehow.com

QUESTION No. 2

Part (ii) Enlist the role of a primary teacher?

9
Answer:

Introduction

Teaching is a multifaceted profession. The teachers have to perform many roles other than the
process of teaching and imparting information to the students. They take up vital places in the
lives of the students in their classrooms. Mainly they set the tone of their classrooms, build a
warm environment, and take care of students by looking for any sign of trouble. They become
role models for the students. The role of a teacher in the classroom as a leader is to lead
students, and families. The classroom teacher is responsible for creating a positive and
disciplined learning environment:

– in the classroom

– in co-curricular activities

– in interacting informally with students

In this way, each student is challenged to grow in knowledge and maturity, according to his
potential, in all aspects of his life.

Areas of Responsibility

The classroom teacher is responsible for: -

Promoting the mission and philosophy of the School/College through structured classroom
prayer, participation in the educational life of the College, and modelling of appropriate
standards of behaviour.

- Maintaining a positive and effective learning environment through well prepared lessons,
which cater a wide range of student abilities and interests.

- Setting of realistic and challenging academic standards of student performance.

- A challenging and realistic program of student homework

- A comprehensive attention to students work submitted for marking and supervision.

- Demonstrating knowledge, competence and confidence in the relevant subject discipline.

- Demonstrating high levels of professionalism in all activities.

10
Let us have a detailed look on teacher’s roles as teachers serve many other roles in the
classroom:

1.Teaching Knowledge

The most common role of the teacher in the classroom is to teach knowledge to children.
Teachers are given a curriculum they must follow that meets state guidelines. This curriculum is
followed by the teacher so that complete knowledge is conveyed to the students in the given
time (academic year). Teachers teach in many ways, such as lectures, small group activities and
hands-on learning activities. 16

2. Creating Classroom

Environment Teachers play an important role in making the classroom environment either
positive or negative. Students often imitate a teacher's actions. If the teacher prepares a warm,
happy environment, then students will also be happy. The teachers are responsible for the
social behavior in their classrooms. This behavior is primarily a reflection of the teacher's
actions and the environment she/he sets.

3. Role Modeling

Students spend a great deal of time with their teacher and their teacher becomes a role model
to them. This can be a positive or negative effect depending on the teacher. Teachers not only
teach the children, but also love and take care for them. Therefore teachers are respected by
the community and become a role model to students and parents.

4. Mentoring

Mentoring is a natural role played by the teachers. Mentoring is a way by which a teacher
encourages students to do the best they can. This also includes encouraging students to enjoy
learning. Listening to students carefully is the part of mentoring. By taking time to listen to
what students say, teachers impart to students a sense of ownership in the classroom. This
helps build their confidence and helps them want to be successful.

5. Signs of Trouble

As a protector, teacher looks for signs of trouble in the students. When students' behaviors
change and any sign of physical abuse are noticed, teachers are required to look into the
problem and solve it as per rules

Reference:

11
  8601 book B.Ed Course AIOU “General methods of teaching”
 www.scribed.com

QUESTION # 3
Why is outlining of goals/objectives necessary before planning a lesson?

Answer:

A lesson plan is a roadmap of your order. It lets you see what it has learned, and how it
effectively, that is done during classes. The teachers are demanding that the plan is to describe
the course is for one year. A lesson plan is required to use the guide the instructions for this. 

A lesson plan is required in order to describe the preferences as the subject, the activities which
will be implemented in the classroom, and in order to ensure that the students are to be
encouraged in a relationship the lesson that is being taught.  

A well-designed lesson plan reflects the interests of the students ' needs. It includes lesson
objectives expressed in behavioral terms will indicate a change in behavior).  The lesson plan
describes the best practices in the teaching of techniques, and methods for the achievement of
the do what you want. 

The materials that need to be covered in the class this is indicated in the lesson plan. The
procedures used for the evaluation are also included in the lesson plan. 

Lesson planning is also very useful for the teacher in a variety of ways, for example: 

* Assist in the implementation of the goals and objectives, and the same can be said for the as
the students. 

* It helps you to get rid of the problems, issues, or to prevent it. 

• It gives you control in your day to day work. 

* Improve students ' habits and attitudes. 

* Improve the learning of skills. 

• It makes learning simple, and easy to use. 

This is what the teacher does, which is organized during the session. 

* Lesson planning to decide if it’s a real pleasure to draw to the attention of the students. 

12
* It also gives the teacher an opportunity to show what students can do to be the best in the
skills. 

 Designing A lesson plane 

 There are three main components of a lesson plan that most of the teachers use it. There are
some differences between the components. All of them may not be used in any class, as some
plans are to expand it to two or more classes. These elements are as follows:

 (i) Introduction

 As an introduction, it is a way to get students to feel, to make it easier for them to implement it
in the classroom, and are they give you the context for what they will have to figure it out. Each
one of these actions to help you get off to a good start: 

 ● Do you have a plan for what will happen in the classroom. Structuring your help students will
organize their thoughts, and the incorporation of new ideas.

■ A summary of the results of the previous one, and if you have any ideas on how to use this
class. Entry prior knowledge helps students to come up with new ideas

. (ii) Development 

  The development is an important factor, because it is a description of distance learning "

teaching methods such as lectures, discussions, lab work, cooperative learning, etc., etc. 

▪Try to involve the students as much as possible in the process. Active learning is one of the
ways to get students to pull out. This is not the only students, but also helps them to develop
higher-level thinking skills. 

 ▪Try a variety of teaching methods in the classroom. Each and every method it may not work
for all students. A variety of methods to keep them focused and - facilitates the process of
learning.

▪ Give the students the opportunity to test their skills with the help of the concepts. This will
help them to learn, and it gives the teacher the opportunity to evaluate, on an informal basis.
This is in its review, it will help you to explain the process of learning, and the need for further
practice

. (iii) Conclusion

Planning of how to put it all together for the students, it is also very important. Tell them what
they need to know in order to find the reason why it is important for them to be. To sum up,
the following actions need to be taken into account:

13
(iv) Questions to ask:

 In the last few minutes of class is the perfect opportunity for students to ask questions and the
ideas on their own. (c) A brief description of each of the chief point, and put off what can be
compared to the course: Students don't always have to see how it all fits together. The teacher
sets the relationship between the activity of one class of the broader course. In this way, the
teacher is the best way is to help students develop a conceptual understanding.

Reference:

 8601 book B.Ed Course AIOU “General methods of teaching”

 www.google.com
 www.wikipedia.com

QUESTION # 4

Part (i) Highlight the Hunter's seven steps of lesson planning.

Answer:

Madeline Hunter’s Seven Steps Lesson Plan

Hunter developed a seven steps model of lesson planning. These steps are associated with the
direct instruction method and behavior change practices. The seven steps fall under four
categories as follows:

i) Getting Students Ready to Learn

1. Review:-

Review of prior learning is necessary to make students ready to learn the new concept.

2. Protective Set:-

Focus attention, gain interest – knowledge and experiences of the students about the new
concept are assessed. The teacher connects the previous knowledge and experience of the
students to the new topic/concept.

14
 3. Stating the objective:-

Most specifically the objectives of the lesson are stated by the teacher.

ii) Instruction:
Input and modeling:-

the teacher presents instructions to the class. He/she uses different modes keeping in mind the
students’ interests and abilities. Various examples from the daily life experiences help students
to grasp the new concepts.

iii) Checking for Understanding

1.Check for understanding:-

Students learn the lesson according to their own style of learning. Teachers check students
understanding in the middle and at the end of the lesson and decide whether further
clarification is required or not or which areas/points needs more clarification either through
teaching material or through different strategies. The teachers use class assignments for this
purpose

2. Guided practice (provide feedback without grading):-

A teacher’s remark on students’ work is very essential. It provides feed back to the students
about their progress, learning and weaknesses, areas where improvement is required.

iv) Independent Practice:

Independent practice (usually for a graded assignment):- students’ learning of new concepts is
regularly checked through continues assessment; i.e. monthly tests, quarterly exams. The
teachers mark and give grades to their work.

Reference:

 8601 book B.Ed Course AIOU “General methods of teaching”

 www.smallstock.com

QUESTION # 4

15
Part ii) How is 5E's model of lesson planning different from the others models?

Answer:

The 5E model, which was developed in 1987 by a student in the Biological Sciences, it facilitates
collaboration, active learning, in which students work together to solve problems and to search
for new ideas and to ask questions, observe, analyze, and draw conclusions. 

5 E can be used with students of all ages, including adults.  Each of the 5 E defines a reading
phase, and each category begins with the letter 
"E"
 Engage, Explore, Explain, and Explore and Evaluation 

Rodger Bybee 

" The 5E Model of Instruction includes five phases: Engage, Explore, Explain, Elaborate, and
Evaluate. It provides a carefully planned sequence of instruction that places students at the
center of learning. It encourages all students to explore, construct understanding of scientific
concepts, and relate those understandings to phenomena or engineering problems.” 

E’s of Lesson Planning

,The learning theory of Constructivism states that students create new ideas either concepts on
the basis of their current/past knowledge. This model is based on the constructive learning
ideas. Teachers design their instructions / lessons around it the purpose of learning, to mobilize
resources, and to give students the opportunity to do so explore, build, and demonstrate their
learning. It changes the learning environment
from teachers who are more focused on students.

Lesson Planning Model 5 E is most often associated with a constructivist

learning structure. Includes following 5 E's:

16
 Engage

 learners experience the information, explain their questions, make the basic function of their
class work, is to make the connection between the new and the familiar ideas, identify
appropriate habits in their daily lives.
⬇️

Student behavior 

Ask from students these type of Questions 

 “What do I already know about this?” “What can I get out of this?” "How can this problem be
solved?" Demonstrates an interest in the topic through curiosity and expression. Demonstrates
involvement by expressing ideas, sharing ideas, and constructing original models. Shows
current understanding of a concept or concept.

 Teaching Strategies 

Raises questions or causes problems. to express their thoughts Invite students to raise their
questions

In engage lesson plan, simply write down what steps you will take to start a study. In the
example above, you can say that you will ask students to remember what they already know
over and over again. Note that after the discussion, you will provide students with a model
problem to discuss and resolve with small groups or partners.

Explore - 

After engage introducing students to a new concept, you can begin to let them explore the
concept or skill in more depth. This may include reading, watching a video, working on multiple
examples, or watching. In your math lesson, you can allow students to work with tricks,
diagrams, or other tools to solve issues of multiple repetitive numbers. During this time, move
the room and ask guiding questions, but again, do not teach anything directly.

17
learners who are directly involved in the material, read problem-solving process. They work as a
team to share information. 
Students do hands-on research where they can test a concept or skill. They fight a problem or
thing and describe it in their own words. This section allows students to find a set of shared
experiences they can refer to to help each other develop a new concept or skill. The
Assessment Phase is characterized by many opportunities for learners to learn handwriting and
represent their thinkin.

When writing your lesson plan, state exactly what the students will be doing during the
assessment. Be sure to mention the materials students are using, the specific problems they
will be working on, and direct questions you can ask to help problem groups with examples.

• Explain 

-the reader gets a chance to explain the concepts learned such as acquisitions, procedures, and
opinions on written / oral assignments or in writing / creative projects. The teacher gives us
goods, books / resources, provides feedback, develops vocabulary, and clarifies erroneous ideas
/ incorrect points if any.The purpose of this section is to support students to develop scientific
explanations, from experience and perception, through presentations. Students continue to
develop theoretical knowledge and demonstrate their developing understanding.

•  Elaborate

- teachers can increase learners' knowledge with the help of other examples and expand their
knowledge by explaining the same
ideas, and ask them to apply them in some cases. Reading of new ideas and raises questions
related to other concepts (lead to new investigation).

• Evaluate

- learning assessment is a continuous (continuous) process. Both teacher and student test
comprehension concepts. The opposite
assessment strategies can be used such as rubrics, checklists available and non-existent,
teacher interviews, portfolios, problem-based learning outcomes, and assessment results. The
results are used to assess student progress and conversion future teaching needs.

18
Reference:

 8601 book B.Ed Course AIOU “General methods of teaching”

 www.google.com
 www.wikipedia.com

QUESTION # 5

Explain different theories of motivation.

ANSWER

Definition:

The word motivation comes from a Latin word meaning “movers”, meaning to move. It
may be defined as;
“The act or process of giving someone a reason for doing something is known as
motivation”
Therefore, motivation is an process of stimulating people to actions in order to accomplish
their goals.

THEORIES OF MOTIVATION

Motivation is a vast field of study. There are several theories of motivation which provide
great understanding on how people behave and what factors motivates them. Some of the
famous perspectives theories includes following:

 Behavioral Perspective
 Humanistic Perspective
 Cognitive Perspective
 Social Perspective

(1) Behavioral Perspective:

When children are rewarded with praise and a gold star is given on their notebook to do
their job accurately, they will look forward for the next mathematics lesson, expecting more

19
rewards. Some time ago, they may be rewarded for similar type of achievements and this
experience serves as an motivational incentive for future study of the similar pattern.. 

For well-behaved people, motivation is simply a product of fruitful competitive

reinforcement. Therefore, they highlight the use of external reinforcement to promote student
work involvement. 

Reinforcement can take the form of praise, a smile, an early sign or a loss of rights such as
missing out on sport. “Almost all teachers use external reinforcement in some way to motivate
students, although they are unaware that they are doing so and may not use effective
reinforcement regularly.”(Brody, 1992 in Krause, et al. 2003,) 

(2) Human Perspective:

The human view of motivation is interesting because it is not only connected achievement
and education, but also impact on student well-being and with its concern for basic needs.
Emphasizes the strengths of students for which they are made growth, freedom to choose their
future and good qualities. There are two ideas for motivation from a human point of view: 

(a) Maslow Management Needs:

Maslow (1954) saw motivation in terms of hierarchy of needs phase, which may be
conceive as ‘motives’. According to Maslow's model, it was once the foundation of the body
needs have been encountered, efforts are focused on achieving complementary needs
associated with security, love and belonging, and self-respect.

Maslow’s Hierarchy of needs

20
(b) Roger's theory of Motivation:

  Karl Roger's idea are impactful while debating about the nature of the motivation and its
impact on a person's life. 

  Rogers argues that behavior is influenced by perceptions of individuals of both personal

and environmental factors. People need to listen to their "inner voices and their inner ability to
judge what is best for them, rather than rely on feedback from third-party sources. 

(3) Cognitive Perspective: 

“Cognitive theories of motivation assume that behavior is directed as a result of the active

processing and interpretation of information.
 "According to Santrock (2006), "the cognitive perspective on motivation focus on students will
think about the management of their motivation."

It focuses on students ' intrinsic motivation to attain their attribution (the perception of the
causes for success or failure) , and their beliefs that they can effectively control their
environment. It also highlights the importance of goal-setting, planning and monitoring of
progress in the direction of the achievement of the goal."

(4) Social Perspective:

Social motivation is the idea that people in general have a motivation to engage with other
people, to interact with other people. There are two theories of motivation considering social
perspective of motivation.

(a) Achievement Motivation

 John Atkinson, and David McClelland described that the prerequisite for the achievement
as " A steady personality trait that drives some people to work hard for gain and victory. 

 Students who have a high need for achievement are you motivated to participate in activities if
they believe that they will be effective. They are moderate risk-averse and, in general, are
among the tasks that the odds of success are fifty-fifty, because there's a good chance that they
will be effective. 
They want to be trying to complete a task, but not if they are aware that there is a high risk of
failure. " On the other hand, Krause explained: "the Students who are in need of a failure is to

21
be avoided, and it is not necessary for you to succeed, you will have to search for tasks that are
very easy and it is a very small chance of no, or very difficult, so that the failure was not their
fault."

 (b) Weiner's attribution theory

 The attribution theory is concerned with how to account for it the successes and failures of a
unit of an impact on the continued motivation, and behavior. Students will be able to think of
the success or failure of various causes, depending on the the beliefs about who or what
determines their success or failure. 

Conclusion:

There are three very important aspects to note about the students the interpretation of the
causes of the outcome of the behaviour. The three main elements of the lotus are monitoring,
control and stability.

Reference:

 8601 book B.Ed Course AIOU “General methods of teaching”

 www.google.com
 www.wikipedia.com
 www.ehow.com

22