learning and motivation. .ppt

Editor's Notes

• #2: Goods say motivation as, “the process of arousing sustaining and regulating activity.” According to Maslow “Motivation is constant, never ending, fluctuating and complex and is an almost universal characteristic of particularly every organic state of affairs.” Coleman says “Motives refer to any inner condition of the individual that initiates or directs behavior towards a specific goal.” cording to Morgan, ‘Motivation refers to behavior that is instigated by needs within the individual and is directed toward goals that satisfy these needs. Bernad, says ‘Motivation refers to all those phenomena which are involved in the stimulation of action towards particular objectives where previously there was little or no movement towards those goals.’ The child expects to achieve his goals as a result of the behavior. In another case, a child becomes anxious to express a motive on the one hand and does not try to graffiti his motives as he will be rejected in the process. Many of the motives involve an approach avoidance conflict. This means there will be on the ‘one hand a desire to approach a goal and on the other, anxiety associated with the attainment of the goal. When a child desires to disobey his mother openly.
• #3: Activation involves the decision to initiate a behavior, such as enrolling in a particular class. Persistence is the continued effort toward a goal even though obstacles may exist. An example of persistence would be taking medicine in order to earn a degree although it requires a significant investment of time, energy, and resources. Intensity can be seen in the concentration and vigor that goes into pursuing a goal. For example, one student might pass without much effort, while another student will study regularly, participate in discussions, and take advantage of research opportunities outside of class. The first student lacks intensity, while the second pursues his educational goals with greater intensity.
• #10: Abraham Maslow devised a motivational theory for psychology. This theory, also knows as Maslow’s Hierarchy of Needs, states that people aim to meet their needs in the form of a hierarchy. Occasionally, some needs are met at the same time, not just one by one.
• #11: These needs are typically displayed in a pyramid, with the most basic needs placed at the bottom. These needs are placed in the order they must be met: Physiological Safety Belongingness Esteem Self-Actualization
• #12: Physiological needs are the most basic needs in the pyramid. They include tangible, physical needs necessary for living. These needs include oxygen, food, water, and shelter. Physiological needs are normally met on an everyday basis; however, when these key needs are not met, all of the other levels are threatened.
• #13: his makes intuitive sense because a student who is hungry will never perform well When it comes to taking care of physiological needs in the classroom, it is somewhat of a dual responsibility, shared between teacher and students. The teacher must be aware of the students’ needs, however the students must also keep the teacher informed of their needs, such as if a student is having a difficult time breathing, or if they are thirsty. This is when communication is key between teacher and student. Other physiological needs in the classroom may include desks as well as other school supplies.
• #14: Once physiological needs are met, and individual next focuses on safety and security needs. These needs involve job security, insurance, living in a safe area, and, if applicable, disability accommodations. Safety and security needs aim to reduce unfairness, inconsistency, and the threat of emotional or physical harm. When these needs are unfulfilled, an individual is unable to focus on higher levels in the hierarchy. . It would include creating a safe and welcoming environment for all students in a classroom setting.
• #15: a student who is bullied (lack of safety), and neither will the student who feels that they are an “outsider” and that they have no friends Teachers must maintain a fair, orderly, and safe classroom at all times. Grading and discipline policies must be understood by the students. Students should be aware of the consequences for their actions. The classroom must be a place free from physical bullying.
• #16: When the needs for safety and physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging.  It would include ensuring that all students feel like they belong and are appreciated in a classroom setting.
• #17: Group exercises can increase one’s feeling of belongingness in a classroom environment. Keeping a lighthearted and fun class will improve affectionate bonds between classmates. Recommending either online or face to face study groups to your students can help them create friendships with each other.
• #18: Upon the first three needs being met, a fourth domain of actualization surfaces: esteem and recognition from oneself, and from those around them. When esteem needs are met, one feels confident in themselves as a person, and that they have a place in the world. If they stop feeling this way, they will become unstable on their path the self-actualization feel helpless and worthless.  It would include providing opportunities for all students to succeed and be recognized for their accomplishments in a classroom setting.
• #19: If their basic needs are met then motivation to learn should be present, especially if the student gains some esteem from their efforts. Teachers should ask questions in a way that encourages participation and avoids embarrassing or singling out students. A teacher should ensure that their teaching environment is free from emotional bullying. Encouraging student to study harder after a failed or below average score on an assignment. Congratulating students privately when they perform above average.
• #20: It is the desire to realize one’s full potential: "A musician must make music, an artist must paint, and a poet must write." Self-Actualization can only be achieved when each of the other levels have been mastered, not just understood Restlessness will still occur if self-actualization has not been achieved, even if all other hierarchical needs have been met.  It would include providing opportunities for all students to explore their interests and develop their talents in a classroom setting.
• #21: For Maslow, the best motivation for learning will occur when we are attempting to self-actualize, for this is when we will be truly experiencing growth and development. Ultimately, any factor which prevents us from self-actualizing will be a hindrance to our motivation to learn. This level is the most important for a student-teacher relationship because the teacher can have a great effect on the students path towards self-actualization. The teacher can encourage the student when they have done well, but also push them to achieve their highest potential. Students can use lesson plans incorporated with technology to step outside of the classroom and realize their potential in real world scenarios. When you reinforce self-esteem and resilience in your students, you equip them with critical skills they need to succeed socially and academically.  Help Students Develop a Sense of Responsibility Making a positive difference in the school community is a great way to build students’ self-esteem and resilience. When students are encouraged to contribute to the community, it gives them a sense of ownership and pride. Look for special strengths, interests, and gifts in your students and help translate those gifts into responsibilities they can assume.
• #22: students may struggle because they are not meeting their self-esteem or belongingness needs. By understanding the reasons why students are struggling, educators can work to address these issues and help the students succeed.
• #25: How educators can use Maslow’s hierarchy of needs to improve their teaching methods: Educators can first become familiar with the different levels of Maslow’s hierarchy of needs. Once they are familiar with the different levels, educators can then begin to use it as a tool to improve their teaching methods. By understanding what motivates students at different levels, educators can create lessons and activities that better meet the needs of their students. In turn, students will be more engaged and motivated in their learning, leading to better academic outcomes. Ultimately, using Maslow’s hierarchy of needs can help educators to create a more effective and efficient learning environment for their students. Maslow’s Hierarchy of Needs provides a framework for understanding how people meet their needs. The theory can be used to improve teaching methods by helping educators understand what motivates their students. By understanding what students need to meet their needs, educators can create a classroom environment that is conducive to learning.  The theory can also be used to help students set goals and achieve them. When students feel motivated and supported, they are more likely to succeed in school. 
• #29: The theory looks at the inherent, positive human tendency to move towards growth, and outlines three core needs which facilitate that growth. Those needs are Autonomy, Competence and Relatedness.
• #30: The theory looks at the inherent, positive human tendency to move towards growth, and outlines three core needs which facilitate that growth. Those needs are Autonomy, Competence and Relatedness.
• #31: An example of autonomy in education would be allowing students to choose their own research topics for a project. Instead of assigning the same topic to everyone, the teacher gives students the freedom to explore areas they are genuinely interested in. This promotes engagement and intrinsic motivation, as students feel a sense of ownership over their learning.
• #32:  (the need to experience our behaviors as effectively enacted(to feel like we’ve done a good job) A student mastering a challenging math concept after consistent effort and practice. The teacher provides constructive feedback and support, helping the student gradually build their skills. As the student successfully solves more complex problems, they develop a sense of competence, boosting their confidence and motivation to tackle future challenges.
• #33:  the need to interact be connected to and experience caring for other)To have meaningful relationships and interactions with other people) a teacher fosters a supportive classroom environment where students feel connected to both their peers and the teacher. For instance, during group discussions, students collaborate, share ideas, and help each other, building a sense of belonging. This feeling of connection encourages students to engage more actively in learning, knowing they are part of a community that supports their growth.