Module 22

Human Environmental Factors

Affecting Motivation
 Motivation in the Classroom

Human Environmental Assessment Strategies

Factors Affecting The Classroom Climate that can Increase
Motivation Motivation

Teacher’s Affective
Traits The Physical Learning
Environment
Classmates

Bullying

Parents
 Introduction

If environment is defined as the sum total of one’s surroundings then

environment factors that affects student’s motivation include human as well
as non-human factors. The immediate human factors that surrounds the
learner are the teachers, the other students and his/her parents.
 Teacher’s Affective Traits

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 attribute 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’ questioning and concerns
- Knowing students individually, their likes and dislikes, and personal
situations affecting behavior and performance
• Fairness and respect
- Treating students as people
- Avoiding the use of ridicule and preventing situations in which students lose respects in front
of their peers
- Practicing gender, racial and fairness
- Providing students with opportunities for them to participate and to succeed
• Social interactions with students
- Consistently behaving in a friendly, personal manner while maintaining professional distance
with students
- Working with students not for 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 task
• 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 illustration
- Working collaboratively with colleagues and other staff
- Serving as an example of a lifelong learner to his/her students and colleagues
• Positive expectation 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 other in the interest of teaching and learning
Classmate- Bullying and the Need to Belong
Students from 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. 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 be safe. 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
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 students?
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:
• Following 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 conferences for Parents, Teachers and Community Association (PTCA)
• Are willing to spend on children’s projects and to get involved in school activities
• Participate actively in school-community projects
• Confer with their children’s teachers when necessary
• Are aware of their children’s activities in school
• Meet the friends of their children
• Invite their children’s friends at home

Unsupportive parents behaviors are the opposite of all those listed above.

The interactions between the learners 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 depends on the quality of these interactions.
 GROUP 7

JAZZLE ENRIQUEZ
JEADY DELA CRUZ
ASHLEY ANN PERDIGON
FE SIBAYAN
RENE DE VERA