CHAPTER II:

The Principle of Time on Task

Presented by: Jay Ann C.
Damasing
BSN-1B
 The Principle of Time on Task
A more basic approach toward effective
instruction either in the classroom clinical setting is
to make better use of time already available.

Homes and Croll (1989) – the amount of time

devoted by learners to school work plus homework
or assignment tend to influence that amount of
learning.
 The Principle of Time on Task
However, this factor varies considerably from
subject to subject for the difficulty often lies on
attitude. There are instances when learners seem not
to concentrate on what is going on inside the
04 minds seem to wonder elsewhere;
classroom. Their
preoccupied with something that seems to be simply
more rewarding for them.
 The Principle of Time on Task
There is no need to fret about these things. Almost
all strategies aimed at increasing instructional
effectiveness seek to increase every student time on
task. Such strategies are assignment or homework,
structuring lessons to avoid unwanted or unrelated
interruptions, providing active rather than passive
learning, engaging in a dialogue or discussion instead of
a monologue, and others. But making these strategies
work effectively is a question of motivation.
 CHAPTER II:
The Principle of Motivation
Presented by: Jay Ann C.
Damasing
BSN-1B
 The Principle of Motivation
Motivations are classified as intrinsic or extrinsic.
Intrinsic motivation is based on the fundamental
needs and dries of the student which trigger his/her
innate desire to act. Varied form of intrinsic motivation
is the desire to acquire knowledge, the desire to explore,
and the desire to construct, etc. Motivation is intrinsic if
the student’s reason for devoting effort to learning is that
what is being learned is interesting, significant,
meaningful, and lifestyle.
 The Principle of Motivation
Extrinsic motivation is external and is more or less
based on incentives to make students more active and
responsive and the effect of such incentives varies in relation
to gender, age, and mental ability. A student who studies hard
because he/she needs to maintain a high mark for continuous
admission in a college of nursing where a policy on selective
retention is strictly enforced, or to please his/her parents,
benefactors and/or teachers, his/her motivation is primary
extrinsic.
 The Principle of Motivation
Plato (429-347 B.C.) – a Greek philosopher stated
that “Enforced exercise does no harm to the body, but
enforced learning will not say in the mind. So avoid
compulsion, and let your children’s lessons take the
form of play” (Plato, 1941, F. M. Cornford, Trans.,
cited by Pratt, 1994).
 The Principle of Motivation
Leonardo da Vinci (1452-1519) – Italian painter,
sculptor, architect, engineer, man of science, and writer
of prose and verse forwarded a similar statement: “Just
as eating against one’s will is injurious to health, so
sturdy without a liking for it spoils the memory, and
it retains nothing it takes in” (Pratt, Ibid.)
 The Principle of Motivation
Kaplan and Pascoe (1977) – To use motivation
properly is to make it interesting. It is necessary to
choose material that provides interests and excitement to
the teacher and the students. Motivation with humor,
especially if it is related to concepts taught, enlivens
classes and aids long-term retention, advised.
The Principle of Motivation
Techniques for motivating
students (kalaw, 1990)
Presented by: Jay Ann C.
Damasing
BSN-1B
 Techniques for Motivating Students

1. Contracts – Work is completed in anticipation of

an agreed upon reward, e.g., extra credit, dropping
bottom score, skipping an assignment. Teachers may
allow students to negotiate how high a level of
achievement that they must attain, and thereby be
awarded points or a grade, both for the quantity and for
the quality of the work completed.
 Techniques for Motivating Students

2. Games and Simulations – They typically provide

pictures of real life situations that promote the direct
involvement of learners in the learning process, e.g.,
economic theories, forms of governments, scientific
experiments simulated by computer softwares in
gamelike settings; spelling, punctuation and word
choice games could make a difference in traditionally
monotonous tasks.
 Techniques for Motivating Students

3. Use of Audiovisual Aids – These can create

curiosity and attract the attention of the students. These
can also supplement things which cannot be found in the
books.
 Techniques for Motivating Students

4. Self-paced, Programmed Tests – Self-paced

instructional materials provide non-threatening,
individualized contexts in which learning can take place;
oftentimes successful with less able learners to master
basic facts and understanding that would not have been
acquired through traditional class instruction.
 Techniques for Motivating Students

5. Grouping – Students are assigned to groups with

members much like themselves. Grouping by abilities
(e.g., less able, average, more able), interests (e.g.,
practical, academic) needs (e.g., facts, problem-solving
skills) can break down fear of failure and set learner to
begin task.
 Techniques for Motivating Students

6. Volunteering – This is a call for volunteers to an

appealing but instructive task at the current level of
functioning, of poorly-motivated learners and asking for
their assistance. The teacher can provide a sense of pride
and accomplishment that can pique a student’s interest
in a topic.
 Techniques for Motivating Students

7. Grades and Tests – When used as a motivator,

they should be used selectively as tests serve other
purposes such as checking student progress, diagnosing
weaknesses, evaluating performance, etc. Tests become
motivators only when their difficulty level allows for
moderate to high rates of success. Tests used as
motivators, in short, should be of moderate difficulty.
 Techniques for Motivating Students

8. Using Praise and Encouragement – They

must be applied consistently and represent as honest
appraisal of the learner’s true achievement; require
relatively little class and are always available to
teacher.
 Techniques for Motivating Students

9. Providing Explanations – This puts

assignments/learning task in perspective. Learners who
know the reasons behind a request or an activity are
more likely to work earnestly. Examples, “This
assignment will prepare you for the end of the chapter
test,” or “ We are doing this exercise to check on your
basic skills so that we will not have difficulty with our
next topic.”
 Techniques for Motivating Students

10. Offering to Help – Another motivator is through

frequent offers to help. Availability of assistance that
implies teacher’s support and warmth can help learners
take assignments seriously to begin and complete
correctly.
 Techniques for Motivating Students

11. Accepting Diversity – The teacher’s ability to

accept the learners for who and what they are, tolerance
for their values, attitudes and life-styles are important
motivating factors. This breaks down reluctance,
resistance or even refusal to do the assignment.
 Techniques for Motivating Students

12. Emphasizing Reward Not Punishment –

Learner’s generally, will be far more responsive to
rewards for producing acceptable behavior rather than to
punishment for not producing it. Emphasis placed on
rewards should outweigh the emphasis placed on
penalties for misbehavior.
 Techniques for Motivating Students

13. Knowledge of Results – This can also serve as

an effective incentive. Studies have proven that students
who are informed of their learning progress showed
marked improvement in attaining instructional goals.
THANK YOU
FOR
Presented by: Jay Ann C.

LISTENING!
Damasing
BSN-1B