FS 100 - Observation of Teaching-Learning in Actual School Environment

LEARNER’S INTERVENTION PLAN

I. Introduction

This intervention plan is crafted to address all aspects of learners' motivation, with
the goal of creating an optimal educational environment. It thoroughly examines
motivation by distinguishing between intrinsic and extrinsic factors and gaining insights
into students' motivation from their perspective. The plan also outlines teacher
strategies for motivating learners and emphasizes school programs designed to
enhance student motivation.

Acknowledging the influential role of parents in shaping a child's motivation to learn, the
intervention specifies the responsibilities of parents and suggests activities to
strengthen their child's motivation for learning. By considering these diverse factors, the
intervention aims to provide a comprehensive and personalized approach to boost
overall motivation among learners, fostering a more engaging and successful
educational experience.

II. Learner’s Motivation and Its Factors

The exploration of learner's motivation and its contributing factors is a crucial

endeavor in understanding the dynamics of educational engagement. This examination
delves into the intricacies of what drives learners to pursue knowledge and perform
academically. Motivation can be understood as the driving force that compels learners
to engage actively in their educational pursuits. Several factors contribute to and
influence learner motivation;

a) Student’s Learning Motivation Elaborated Based on the Theory of Self-

Determination
The theory of Self-Determination, developed by Deci and Ryan, provides valuable
insights into understanding and enhancing learner motivation. According to this
theory, motivation is influenced by three fundamental psychological needs:

1. Autonomy: Autonomy means people want to feel like they have control
and the ability to make their own choices. When it comes to learning,
giving students options, letting them guide themselves, and allowing them
to explore subjects they find interesting makes them feel in control. This
sense of control boosts their motivation to learn.
2. Competence: The need for competence is about wanting to feel capable
and good at what you're doing. To keep students motivated to learn, it's
important to design learning experiences that help them build skills slowly,
give challenges that match their abilities, and offer feedback that makes
them feel skilled and capable.
3. Relatedness: Relatedness is about the desire for social connections and
feeling like you belong. To make learning more motivating, it's important to
create an environment where students feel supported and work together.
Doing group activities, talking with classmates, and having good
relationships with teachers all help students feel connected and this
connection boosts their motivation to learn.

b) Parents’/Guardians Involvement and Influence Elaborated Based on

Attribution Theory:

Attribution Theory, as applied to parents' and guardians' involvement in a child's

education, explores how individuals attribute success or failure and its impact on
motivation. Themes within this context include:

1. Attributions and Expectations: Parents explain their child's success or

failure matters. If they credit success to effort and see setbacks as things the
child can control (like not working hard enough), it helps the child develop a
positive mindset

2. Feedback and Encouragement :Parents provide positive feedback and

recognizing the effort a child puts in, rather than just focusing on grades,
creates a supportive environment and boosts motivation
 .
3. Setting Realistic Expectations: Parents play a role in shaping a child's
motivation by setting achievable goals. Unrealistic expectations can create
unnecessary pressure, affecting motivation negatively.

4. Parental Involvement in Learning Activities: Parents actively participating

in a child's learning activities, showing interest, and helping when needed
contribute to a positive view of education and enhance the child's motivation
to learn.

5. Modeling Motivational Behavior: Parents demonstrate a positive attitude

toward challenges, expressing enthusiasm for learning, and displaying
perseverance significantly influence a child's motivation

III. Analysis

Intervention Plan

LEARNER’S INTERVENTION PLAN

Learner’s Parent/Guardian Teaching Learning
Motivation Influence Approaches Outcomes
Setting clear goals Keep parents Teachers will set Better grades,
and getting informed about clear goals, give feeling proud of
recognized goals and praise for accomplishments
achievements achievements,
involve parents in
goal-setting
Enjoying activities Ask parents to Teachers will More interest and
outside of regular support and join in include fun skills in different
classes on extracurricular activities, activities
activities encourage parents
to be part of special
events
Liking to talk and Make the class a Teachers will have Making more
 work with others friendly place, ask group projects, friends, working
parents to join include parents in well with others
group activities group stuff
Feeling good when Explain to parents Teachers will give Feeling confident
praised for doing the importance of lots of and happy about
well praising compliments, tell achievements
achievements parents about
progress, celebrate
success
Wanting to make Involve parents in Teachers will talk Becoming more
personal choices goal-setting talks, about goals self-motivated and
and decisions encouraging together, give taking charge of
independent choices, keep learning
learning parents in the loop

Behaviorist theories emphasize observable behaviors, clear objectives, and

reinforcement in the learning process. When implementing teaching approaches based
on Behaviorism to suit student motivation and involve parents/guardians, consider the
following strategies.

1. Clear Communication of Expectations: Clearly tell students what's expected in

school. Make sure parents know too, so everyone supports the same rules at
home and in class.
2. Positive Reinforcement Systems: If students do something good, like finishing
work on time, give them a reward. Tell parents about this, so they can do the
same at home. Doing it consistently makes it work better.
3. Goal-Setting with Students and Parents: Work together with students and their
parents to set goals. Decide on things to achieve in school and behavior.
Regularly check progress together so everyone stays on the same page.
 4. Regular Feedback and Recognition: When students do well, tell them they did
a great job. Ask parents to do the same at home. Feeling good about
achievements helps students want to do more.
5. Structured Learning Environment: Make sure the class has clear routines and
rules. Let parents know, so they can keep things consistent at home. It helps
students feel secure and know what's expected.
6. Parental Involvement in Behavioral Plans: Ask parents to help make plans for
how to encourage good behavior. When everyone is involved, it works better.
Find strategies that work both at school and at home.
7. Modeling and Imitation: Demonstrate good behavior for students. Ask parents
to do the same at home. When everyone is consistent, it makes learning and
behaving easier.
8. Behavior Contracts: Set clear rules for behavior with students. Share these with
parents, so everyone follows the same rules. It makes it easier for students to
understand what's expected.
9. Parent-Teacher Communication: Keep talking to parents about how students
are doing. Share good and challenging things. When parents know, they can
help at home and support good behavior.
10. Home-Based Reinforcement Strategies: Give parents easy ideas for
supporting good behavior at home. Simple and consistent strategies can be used
daily to encourage positive behaviors.

By integrating these Behaviorist-based teaching approaches, educators can create a

positive and motivating learning environment that aligns with the principles of
Behaviorism while involving and complementing the influence of parents/guardians in
the student's motivation.
IV. Implications and Reflections

The implementation and adoption of Behaviorist-based teaching strategies

represents a crucial transformation in the educational paradigm, yielding substantial
impacts on student behavior, the overall learning milieu, and the collaborative
endeavors of educators and parents. This transformative process has yielded profound
insights, contributing to the development of a more comprehensive and inclusive
educational framework

The implications and reflections drawn from incorporating Behaviorist-based

teaching strategies illuminate a transformative path towards an educational framework
characterized by inclusivity, support, and motivation. The observed positive outcomes in
student behavior, coupled with the collaborative initiatives of educators and parents,
emphasize the significant influence of adopting practices such as clear communication,
positive reinforcement, and a collective dedication to student achievement. This journey
signifies a dedication to cultivating not only knowledgeable individuals but empowered
learners equipped to navigate the intricacies of the contemporary world.

This is helping us all work together to boost motivation. The really good part is that
by combining these ideas, we're seeing a powerful impact on how students stay
motivated, how parents get involved, and how we teach. This whole way of doing things
not only makes learning more enjoyable but also shows how important it is for all of us -
students, parents, and teachers - to work together to make sure students do well.
 V. References

Ginevra, M. C., Nota, L., & Ferrari, L. (2015). Parental support in adolescents' career
development: Parents' and children's perceptions. The Career Development
Quarterly, 63(1), 2-15.

Reeve, J. (2012). A self-determination theory perspective on student engagement.

In Handbook of research on student engagement (pp. 149-172). Boston, MA: Springer
US.

Reimann, A. (2018). Behaviorist learning theory. The TESOL encyclopedia of English

language teaching, 1-6.

VI. Appendices
Appendix A
Parent Consent
I, [Parent’s Name] , authorize my child, [Child's Name] , to take
part in an interview led by [Interviewer's Name] . I acknowledge that the
interview will center on my child's enthusiasm for learning. I have taken into
account the advantages that my child will gain from participating in this interview.

___________________________
Parent/Guardian Name & Signature
Appendix B

Learner Assent
I'm [Your Name] , currently undergoing training as a science teacher. I'm keen
on gaining insights into effective student learning, and I'm extending an invitation
for you to join an interview discussing your motivation to learn.

I acknowledge that your parent(s) have provided consent for your potential
participation in this interview. Your involvement is entirely voluntary, and you
have the freedom to withdraw at any time without any impact on your grades or
school experience.

If you decide to participate, the interview is expected to last around [Duration of

Interview]. Your responses will be treated confidentially, and your name will not
be disclosed in any reports or publications. Take a moment to consider whether
you'd like to participate in this interview. Should you have any questions, please
don't hesitate to ask me.
Do you agree to participate in this interview?
If yes, check [ ] Yes, if no check [ ] No
_____________________
You’re Name & Signature