HUMAN ENVIRONMENTAL

FACTORS AFFECTING
MOTIVATION
MEMBERS:
Rose ann Franza Nick Marinduque
Jubillee Marcial Nathaniel Sandagon
Bennedict Coleco Denver Bautista
Christian Jae Mariano
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): • Caring- Specific attributed that show caring are: - 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
• 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 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
• 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
• 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
 - 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
•Reflective Practice
 - Reviewing an 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. 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. 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
 •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
 Unsupported parent behaviors are opposite of all those
listed. 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.
Thank You