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Question No.1. Explain the following terms with examples.

A) Cognitive Development:

Cognitive development is the study of childhood neurological and psychological development.

Specifically, cognitive development is assessed based on the level of conception, perception,
information processing, and language as an indicator of brain development. It is generally
recognized that cognitive development progresses with age, as human awareness and
understanding of the world increases from infancy to childhood, and then again into adolescence.
The process of cognitive development was first described by Jean Piaget, in his Theory of
Cognitive Development.

Examples of Cognitive Development

Visual Perception

Some of the first cognitive developments that develop during the sensorimotor stage are

depth, color, and motion perception. It remains debatable as to when these skills fully

develop, and what specific experiences during early life help to develop visual

perception.

Neurological Development

Another example of cognitive development is the neurological development which

occurs in the brain. Such development is characterized by the neuroplasticity of the

brain, which involves brain repair following injury and the ability of the brain to adapt

to new environmental and physiological conditions. Another component of neurological

development is the interaction between cultural experiences and the formation of

neurological connections in the brain. For example, MRI studies have revealed that
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different neural pathways are used to perform the same task for individuals form

different cultural backgrounds.

Language Development

One of the best-studied examples of cognitive development is language development.

While some theories propose that language development is a genetically inherited skill

common to all humans, others argue that social interactions are essential to language

development. Most scientists recognize that language is influenced by the complex

interaction between genetics and the environment. Language development can be

further characterized into distinct process of learning, including the development of

language sounds, organizing these sounds, forming the basic linguistic units (e.g., root

words, tone, etc.), syntax (e.g., grammatically correct sentence patterns), the meaning of

certain words or phrases, and the relationship between statements. Another aspect of

cognitive development is bilingualism. Recent research indicates that bilingualism acts

on the executive function of the brain because the selection of a particular language is an

active process.

B) Motivation:

In literature, “motivation” is defined as a reason behind a character’s specific action or behavior.

This type of behavior is characterized by the character’s own consent and willingness to do
something.

There are two types of motivation: one is intrinsic, while the other one is extrinsic. Intrinsic
motivation is linked to personal pleasure, enjoyment and interest, while extrinsic motivation is
linked to numerous other possibilities. Extrinsic motivation comes from some physical reward
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such as money, power, or lust. Intrinsic motivation, on the other hand, is inspired by some
internal reward such as knowledge, pride, or spiritual or emotional peace or wellbeing, etc.

Characters have some motivation for every action, as do people in real life. Therefore, the
implicit or explicit reference to a motivation of a character makes the piece of literature seem
closer to life and reality.

Examples of Motivation in Literature

Example #1: Hamlet (By William Shakespeare)

All actions that Hamlet commits in the play are the result of his motivation, such as revenge,
justification, and integrity of his character. Throughout the play, revenge remains a constant
motivation for Hamlet. He is extremely grieved over his father’s

death. His sorrow and grief are aggravated when the Ghost of his father tells him that the
murderer has not only taken the throne, but has taken his mother as his bride.

This becomes a motivation for Hamlet to justify his actions and exact revenge for “murder most
foul,” in the words of the Ghost. This motivation is further escalated when he sees his mother
married to his uncle, the murderer. In fact, Hamlet finds an opportunity to kill his uncle, but he
does not, as King Claudius was praying at the time. Hamlet does not want to send the murderer’s
soul to heaven. This motivation stops him from taking action.

C) Educational technology:

Educational technology is the study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate technological processes and resources.

Educational Technology involves the disciplined application of knowledge for the purpose of
improving learning, instruction and/or performance.

For example: Digital readers and tablets. Increasingly, schools are looking to replace the
bulkier hardcopy textbooks with digital ones that are accessible via a tablet. ...similarly the
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following list is also innovative educational technology. 3D printing. ... Virtual reality. ...
Cloud technology. ... Artificial intelligence. ... Mobile technology

D) LEARNING OBJECTIVE:

A learning objective should describe what students should know or be able to do at the end

Q.2 Keeping in mind the theory of cognitive development given by Jean Piaget (in
Unit – 1 of your course book), write a short note (in your own words) on the following
terms by giving examples from your own experiences:

a. Assimilation b. Accommodation c. Equilibration

Jean Piaget was born in Switzerland in 1896. He published his first scientific paper at the tender
age of 10 – a 100-word description of an albino sparrow in a naturalist magazine. Between the
ages of 15 and 19 he published numerous papers on mollusks and was even offered a job as a
curator at a museum, although he had to decline the offer since he still had two years of high
school to complete.

Piaget's interest in child cognitive development was influenced by watching his 13-month-old
nephew, Gerard, at play. By chance, Piaget observed the toddler playing with a ball. When the
ball rolled under a table where the boy could still see it, Gerard simply retrieved the ball and
continued playing. When the ball rolled under a sofa out of his sight, however, the child began
looking for it where he had last seen it. This reaction struck Piaget as irrational.

Piaget came to believe that children lack what he referred to as the object concept - the
knowledge that objects are separate and distinct from both the individual and the individual's
perception of that object.

Jean Piaget set out to study his daughter Jacqueline as she developed through infancy,
toddlerhood, and childhood. He quickly noted that during the early months of his daughter's life,
she seemed to believe that objects ceased to exist once they were out of her sight. At nearly a
year, she started to search actively for objects that were hidden from her view although she made
mistakes similar to the one Gerard made. By 21 months, Jacqueline had become skilled at
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finding hidden objects and understood that objects had an existence separate from her perception
of them.

Piaget's observations of his nephew and daughter reinforced his budding hypothesis that
children's minds were not merely smaller versions of adult minds. Instead, he proposed,
intelligence is something that grows and develops through a series of stages. Older children don't
just think faster than younger children, he suggested. Instead, there are both qualitative and
quantitative differences between the thinking of young children versus older children.

To better understand some of the things that happen during cognitive development, it is
important first to examine a few of the important ideas and concepts introduced by Piaget. The
following are some of the factors that influence how children learn and grow:

Fundamental Concepts
Schemas - A schema describes both the mental and physical actions involved in understanding
and knowing. Schemas are categories of knowledge that help us to interpret and understand the
world.
In Piaget's view, a schema includes both a category of knowledge and the process of obtaining
that knowledge. As experiences happen, this new information is used to modify, add to, or
change previously existing schemas.

For example, a child may have a schema about a type of animal, such as a dog. If the child's sole
experience has been with small dogs, a child might believe that all dogs are small, furry, and
have four legs. Suppose then that the child encounters an enormous dog. The child will take in
this new information, modifying the previously existing schema to include these new
observations.

Assimilation - The process of taking in new information into our already existing schemas is
known as assimilation. The process is somewhat subjective because we tend to modify
experiences and information slightly to fit in with our preexisting beliefs. In the example above,
seeing a dog and labeling it "dog" is a case of assimilating the animal into the child's dog
schema.
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Accommodation - Another part of adaptation involves changing or altering our existing schemas
in light of new information, a process known as accommodation. Accommodation involves
modifying existing schemas, or ideas, as a result of new information or new experiences. New
schemas may also be developed during this process.
Equilibration - Piaget believed that all children try to strike a balance between assimilation and
accommodation, which is achieved through a mechanism Piaget called equilibration. As children
progress through the stages of cognitive development, it is important to maintain a balance
between applying previous knowledge (assimilation) and changing behavior to account for new
knowledge (accommodation). Equilibration helps explain how children can move from one stage
of thought into the next.
Final Thoughts
One of the most important elements to remember of Piaget's theory is that it takes the view that
the creation of knowledge and intelligence is an inherently active process. "I find myself opposed
to the view of knowledge as a passive copy of reality," Piaget explained. " I believe that knowing
an object means acting upon it, constructing systems of transformations that can be carried out
on or with this object. Knowing reality means constructing systems of transformations that
correspond, more or less adequately, to reality."

Q 3. Summarize the basic principles of the learning theories given in your course book an
explain the following

a) Which theory is more appropriate in your personnel context and why?

b) Provide examples from your personnel observation as a language teacher in support
of your argument.

Educational Learning Theories

While studying to become a teacher, whether in a bachelor’s degree or alternative certificate

program, you will learn about learning theories. There are 5 overarching paradigms of
educational learning theories; behaviorism, cognitivism, constructivism, design/brain-based,
humanism and 21st Century skills.
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Below, you will find a brief outline of each educational learning theory, along with links to
resources that may be helpful.

1. Behaviorism is a view in which behavior can be explained by external factors and behavioral
conditioning can be used as a universal learning process. In behaviorism, the ideas of positive
and negative reinforcement are effective tools of learning and behavior modification, as well as a
punishment and reward system.

 Behaviorism Overview
 Behaviorism Learning Theory

2. Cognitivism is a learning theory developed by Jean Piaget in which a child develops cognitive
pathways in understanding and physical response to experiences. In this theory, students learn
most effectively through reading text and lecture instruction.

 Paradigms of Learning
 Educational Theories of Learning

3. Constructivism is the idea that people are responsible in creating their own understanding of
the world and using what they know based on previous experiences in the process of linking new
information to these experiences. People use these experiences and new information to construct
their own meaning.

 Constructivism
 Influential Theories of Learning

4. Humanism focuses on the individual as the subject and asserts that learning is a natural
process that helps a person reach self-actualization. Scenarios and role modeling are important
factors in humanistic learning, as are experiences, exploring and observing others.
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 Humanistic Approaches to Learning

 Humanism Learning Theory

5. Connectivism is a relatively new learning theory, developed and based upon the idea that
people process information by forming connections. This theory has developed with the digital
and technology age, adapting to advances in these arenas. This new theory suggests that people
no longer stop learning after formal education and continue to gain knowledge from other
avenues such as job skills, networking, experience and access to information with new tools in
technology.

 Connectivism: A Learning Theory for the Digital Age

As you progress through your educational career, we aim to provide you with the resources you
need to succeed. Feel free to check out the full list of programs on our site to learn more about all
of your options for becoming a teacher and expanding your education.

Constructivist teaching

Constructivist learning theory underpins a variety of student-centered teaching methods and

techniques which contrast with traditional education, whereby knowledge is simply passively
transmitted by teachers to students.

What is the role of the teacher in a constructivist classroom?

The primary responsibility of the teacher is to create a collaborative problem-solving

environment where students become active participants in their own learning.

From this perspective, a teacher acts as a facilitator of learning rather than an instructor.

The teacher makes sure he/she understands the students' preexisting conceptions, and guides the
activity to address them and then build on them (Oliver, 2000).

Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of
his or her help in response to the learner's level of performance.

In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting
material or activity (Copple & Bredekamp, 2009).
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What are the features of a constructivist classroom?

Tam (2000) lists the following four basic characteristics of constructivist learning environments,
which must be considered when implementing constructivist teaching strategies:

1) Knowledge will be shared between teachers and students.

2) Teachers and students will share authority.

3) The teacher's role is one of a facilitator or guide.

4) Learning groups will consist of small numbers of heterogeneous students.

Traditional Classroom Constructivist Classroom

Strict adherence to a fixed Pursuit of student questions and

curriculum is highly valued. interests is valued.

Learning is based on repetition. Learning is interactive, building on

what the student already knows.

Teacher-centered. Student-centered.

Teachers disseminate information to Teachers have a dialogue with

students; students are recipients of students, helping students construct
knowledge (passive learning). their own knowledge (active
learning).

Teacher's role is directive, rooted in Teacher's role is interactive, rooted

authority. in negotiation.

Students work primarily alone Students work primarily in groups

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Traditional Classroom Constructivist Classroom

(competitive). (cooperative).

GOALS OF CONSTRUCTIVE THEORIES

1) To provide experience with the knowledge construction process (students determine how they
will learn).

2) To provide experience in and appreciation for multiple perspectives (evaluation of alternative

solutions).

3) To embed learning in realistic contexts (authentic tasks).

4) To encourage ownership and a voice in the learning process (student centered learning).

5) To embed learning in social experience (collaboration).

6) To encourage the use of multiple modes of representation, (video, audio text, etc.)

7) To encourage awareness of the knowledge construction process (reflection, metacognition).

Q. No 4:. What do you mean by “planning a learning sequence” (according to the four
phases of educational technology)? Provide Examples from your personal teaching point of
view.

INTRODUCION

“IF YOU FAIL TO PLAN, YOU PLAN TO FAIL”.

Planning is an important and vital step to achieve the desired results. Educational technology is
the knowledge required to implement or teach the curriculum effectively and obtain the specified
objectives. Teaching without educational technology would be like doing ajob without skill.
Sequencing learning or planning a learning sequence is actually mechanism necessary to
plan teaching of a subject or teaching desired course to achieve specified results. There are four
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phases of learning sequence. Each may be discussed below keeping in view my personal
teaching experience.

1. OBJECTIVES:. The first very thing I always tried to keep in mind is to note the aims of
the curriculum. Aims are broader in nature and prevail over the whole course or ever the whole
curriculum. Objectives are derived from the aims. Objectives are designed keeping in mind the
relevant chapters or pieces of the course. While designing objectives, I always take a pre
teaching test which provides me with the backgrounds, interests, aptitudes, skills and
understanding of my students. This helps me in identifying the level of my students and guides
me in designing a strategy for my students.

2. DESIGN OF LEARNING:.While got ready with objectives to achieve, my next step

always remained to decide resources, materials, methods and approaches, very much relevant,
focusing , arousing interests of my students and achieving my objectives. Without a strategy, it
is not possible to achieve the desired goals and objective.

EVALUAION:.

Evolution a continuous process. The process begins we enters the class and ends when we finish
the course. While evaluating from the beginning, I always try to put the train on the tract. Even
in normal discussion with my students, I lead the discussion towards objectives. Results of the
students are regularly monitored. The experience of the student s is noted, how they changed?
Their progress is compared with the test taken it the time of entering the class.

IMPROVEMENT:.

It is noted which objectives have been achieved and which not, where are the strengths and
weaknesses in my course? The objectives many be over-optimistic. The learning design might be
at fault. The evaluation may be insensitive. The same may be checked back at earlier phases,
identifying and remedy is to be sough for the weakness.

Conclusion:.

While concluding, I will say that the four phases of determining learning sequence is very
important and may play a vital role in the career of language teacher, especially when the
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language is a foreign language and is taught in country like Pakistan where the target language
has no relation with languages spoken in the country.

Q.5. Compare the three styles of classroom management with examples. State your
personal comment on them.
As you gain teaching experience, you may find that your preferred style(s) will change. Over
time, your profile may become more diverse or more focused. Also, it may be suitable to rely
upon a specific style when addressing a particular situation or subject. Perhaps the successful
teacher is one who can evaluate a situation and then apply the appropriate style. There are three
main styles of classroom management.
Authoritarian
The authoritarian teacher places firm limits and controls on the students. Students will often have
assigned seats for the entire term. The desks are usually in straight rows and there are no
deviations. Students must be in their seats at the beginning of class and they frequently remain
there throughout the period. This teacher rarely gives hall passes or recognizes excused absences.
Often, it is quiet. Students know they should not interrupt the teacher. Since verbal exchange and
discussion are discouraged, the authoritarian's students do not have the opportunity to learn
and/or practice communication skills.
This teacher prefers vigorous discipline and expects swift obedience. Failure to obey the teacher
usually results in detention or a trip to the principal's office. In this classroom, students need to
follow directions and not ask why.
At the extreme, the authoritarian teacher gives no indication that he\she cares for the students.
Mr. Doe is a good example of an authoritarian teacher. His students receive praise and
encouragement infrequently, if at all. Also, he makes no effort to organize activities such as field
trips. He feels that these special events only distract the students from learning. After all, Mr.
Doe believes that students need only listen to his lecture to gain the necessary knowledge.
Students in this class are likely to be reluctant to initiate activity, since they may feel powerless.
Mr. Doe tells the students what to do and when to do it. He makes all classroom decisions.
Therefore, his style does little to increase achievement motivation or encourage the setting of
personal goals.
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Democratic
The democratic teacher places few demand or controls on the students. "Do your own thing,”
describes this classroom. This teacher accepts the student's impulses and actions and is less likely
to monitor their behavior. Mr. Jones uses a democratic style. He strives to not hurt the student's
feelings and has difficulty saying no to a student or enforcing rules. If a student disrupts the
class, Mr. Jones may assume that he is not giving that student enough attention. When a student
interrupts a lecture, Mr. Jones accepts the interruption with the belief that the student must surely
have something valuable to add. When he does offer discipline, it is likely to be inconsistent.
Mr. Jones is very involved with his students and cares for them very much. He is more
concerned with the students' emotional well-being than he is with classroom control. He
sometimes bases classroom decisions on his students feelings rather than on their academic
concerns.
Mr Jones wants to be the students' friend. He may even encourage contact outside the classroom.
He has a difficult time establishing boundaries between his professional life and his personal life.
However, this overindulgent style is associated with students lack of social competence and
selfcontrol. It is difficult for students to learn socially acceptable behavior when the teacher is so
permissive. With few demands placed upon them, these students frequently have lower
motivation to achieve.
Regardless, students often like this teacher.

Laissez-faire
The laissez-faire teacher is not very involved in the classroom. This teacher places few demands,
if any, on the students and appears generally uninterested. The laissez-faire teacher just doesn't
want to impose on the students. As such, he/she often feels that class preparation is not worth the
effort. Things like field trips and special projects are out of the question.
This teacher simply won't take the necessary preparation time. Sometimes, he/she will use the
same materials, year after year. Also, classroom discipline is lacking. This teacher may lack the
skills, confidence, or courage to discipline students.
The students sense and reflect the teacher's laissez-faire attitude. Accordingly, very little learning
occurs. Everyone is just "going through the motions" and killing time. In this aloof environment,
the students have very few opportunities to observe or practice communication skills. With few
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demands placed on them and very little discipline, students have low achievement motivation
and lack self-control.
Every teacher has rules for their class, but teachers who stick to the rules they set are the most
effective in managing their classrooms. The key to making class rules is ensuring teachers are
not setting students up for failure by creating rules that are too rigid or impossible to abide by
consistently.
For example, if a teacher has a “show up for class late, and you’ll receive a tardy” rule, a teacher
will want to ensure students have enough time to get from their last class to the next class in a
timely manner. If there are students who do have to trek across campus to get to class, a teacher
will need to either relax the rule for those students or give them a specific time in which they
need to arrive to avoid getting the tardy.
It is important to act, not react. Give students choices--for example: 1. You may leave the room
and go to . . . . .(a pre-selected place--maybe another teacher can provide a time out corner if you
don't have a time out room). 2. You may stay here and make changes in your personal choices. 3.
You may stay in the room, but change your seat to an area where you agree there will be fewer
problems.---When you give students choices, they have power--power to make a good choice
and continue receiving instruction.

Q No 6. Explain Abraham Maslow's 'hierarchy of human needs' by giving examples of

challenges in satisfying the physical needs of children from your own community?

What Is Maslow’s Hierarchy of Needs?

In order to better understand what motivates human beings, Maslow proposed that human needs
can be organized into a hierarchy. This hierarchy ranges from more concrete needs—such as
food and water—to more abstract concepts such as self-fulfillment. According to Maslow, when
a lower need is met, the next need on the hierarchy becomes our focus of attention.

These are the five categories of needs according to Maslow:

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Physiological

These refer to basic physical needs, such as drinking when thirsty or eating when hungry.
According to Maslow, some of these needs involve our efforts to meet the body’s need
for homeostasis; that is, maintaining consistent levels in different bodily systems (for example,
maintaining a body temperature of 98.6 degrees).

Maslow considered physiological needs to be the most essential of our needs. If someone is
lacking in more than one need, they’re likely to try to meet these physiological needs first. For
example, if someone is extremely hungry, it’s hard to focus on anything else besides food.
Another example of a physiological need would be the need for adequate sleep.

Safety

Once people’s physiological requirements are met, the next need that arises is a safe
environment. Our safety needs are apparent even early in childhood, as children have a need for
safe and predictable environments and typically react with fear or anxiety when these needs are
not met. Maslow pointed out that, in adults living in developed nations, safety needs can be more
apparent in emergency situations (e.g. war and disasters), but this need can also explain why we
tend to prefer the familiar or why we do things like purchasing insurance and contributing to a
savings account.

Love and Belonging

According to Maslow, the next need in the hierarchy involves feeling loved and accepted. This
need includes both romantic relationships as well as ties to friends and family members. It also
includes our need to feel that we belong to a social group. Importantly, this need encompasses
both feeling loved and feeling love towards others.

Since Maslow’s time, researchers have continued to explore how love and belonging needs
impact well-being. For example, having social connections is related to better physical
health and, conversely, feeling isolated (i.e. having unmet belonging needs) has negative
consequences for health and well-being.
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Esteem

Our esteem needs involve the desire to feel good about ourselves. According to Maslow, esteem
needs include two components. The first involves feeling self-confidence and feeling good about
oneself. The second component involves feeling valued by others; that is, feeling that our
achievements and contributions have been recognized by other people. When people’s esteem
needs are met, they feel confident and see their contributions and achievements as valuable and
important. However, when their esteem needs are not met, they may experience what
psychologist Alfred Adler called “feelings of inferiority.”

Self-Actualization

Self-actualization refers to feeling fulfilled, or feeling that we are living up to our potential. One
unique feature of self-actualization is that it looks different for everyone. For one person, self-
actualization might involve helping others; for another person, it might involve achievements in
an artistic or creative field. Essentially, self-actualization means feeling that we are doing what
we feel we are meant to do. According to Maslow, achieving self-actualization is relatively rare,
and his examples of famous self-actualized individuals include Abraham Lincoln, Albert
Einstein, and Mother Teresa.

How People Progress Through the Hierarchy of Needs

Maslow postulated that there were several prerequisites to meeting these needs. For example,
having freedom of speech and freedom of expression, or living in a just and fair society, aren’t
specifically mentioned within the hierarchy of needs. However, Maslow believed that having
these things makes it easier for people to achieve their needs.

In addition to these needs, Maslow also believed that we have a need to learn new information
and to better understand the world around us. This is partially because learning more about our
environment helps us meet our other needs; for example, learning more about the world can help
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us feel safer, and developing a better understanding of a topic one is passionate about can
contribute to self-actualization. However, Maslow also believed that this call to understand the
world around us is an innate need as well.

Although Maslow presented his needs in a hierarchy, he also acknowledged that meeting each
need is not an all-or-nothing phenomenon. Consequently, people don’t need to completely satisfy
one need in order for the next need in the hierarchy to emerge. Maslow suggests that, at any
given time, most people tend to have each of their needs partly met—and that needs lower on the
hierarchy are typically the ones that people have made the most progress towards.

Additionally, Maslow pointed out that one behavior might meet two or more needs. For example,
sharing a meal with someone meets the physiological need for food, but it might also meet the
need of belonging. Similarly, working as a paid caregiver would provide someone with income
(which allows them to pay for food and shelter), but can also provide them a sense of social
connection and fulfillment.

Testing Maslow’s Theory

In the time since Maslow published his original paper, his idea that we go through five specific
stages hasn’t always been supported by research. In a 2011 study of human needs across
cultures, researchers Louis Tay and Ed Diener looked at data from over 60,000 participants in
over 120 different countries. They assessed six needs similar to Maslow’s: basic needs (similar
to Maslow’s physiological needs), safety, love, pride and respect (similar to Maslow’s esteem
needs), mastery, and autonomy. They found that meeting these needs was indeed linked to well-
being. In particular, having basic needs met was linked to people’s overall assessment of their
lives, and feeling positive emotions was linked to meeting the needs of feeling loved and
respected.

However, although Tay and Diener found support for some of Maslow’s basic needs, the order
that people go through these steps seems to be more of a rough guide than a strict rule. For
example, people living in poverty might have trouble meeting their needs for food and safety.
However, these individuals still sometimes reported feeling loved and supported by the people
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around them—meeting the previous needs in the hierarchy wasn’t a prerequisite for people to
meet their love and belonging needs.

Maslow’s Impact on Other Researchers

Maslow’s theory has had a strong influence on other researchers, who have sought to build on
his theory. For example, psychologists Carol Ryff and Burton Singer drew on Maslow’s theories
when developing their theory of eudaimonic well-being. According to Ryff and Singer,
eudaimonic well-being refers to feeling purpose and meaning—which is similar to Maslow’s
idea of self-actualization.

Psychologists Roy Baumeister and Mark Leary built on Maslow’s idea of love and belonging
needs. According to Baumeister and Leary, feeling that one belongs is a fundamental need, and
they suggest that feeling isolated or left out can have negative consequences for mental and
physical health.

Q.7 : Motivation is one of the most important factor in successful class room management
and in creating an environment of effective teaching and learning.

Keeping in mind the importance of student motivation answer the following questions.

a) How would you as a teacher raise the motivation level of your student?
b) Enlist your top five strategies to increase the motivation of your students and provide the
background of your motivational strategies in term of relevant theories.

Motivation

Motivation is a key factor in the success of students at all stages of their education, and teachers
can play a pivotal role in providing and encouraging that motivation in their students. Of course
that’s much easier said than done, as all students are motivated differently and it takes time and a
lot of effort to learn to get a classroom full of kids enthusiastic about learning, working hard, and
pushing themselves to excel.
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Even the most well-intentioned and educated teachers sometimes lack the skills to keep kids on
track, so whether you’re a new teacher or an experienced one, try using these methods to
motivate your students and to encourage them to live up to their true potential.

Simple Ideas To Improve Student Motivation

1. Give students a sense of control.
While guidance from a teacher is important to keeping kids on task and motivated, allowing
students to have some choice and control over what happens in the classroom is actually one of
the best ways to keep them engaged. For example, allowing students to choose the type of
assignment they do or which problems to work on can give them a sense of control that may just
motivate them to do more.

2. Define the objectives.

It can be very frustrating for students to complete an assignment or even to behave in class if
there aren’t clearly defined objectives. Students want and need to know what is expected of them
in order to stay motivated to work. At the beginning of the year, lay out clear objectives, rules,
and expectations of students so that there is no confusion and students have goals to work
towards.
3. Create a threat-free environment.
While students do need to understand that there are consequences to their actions, far more
motivating for students than threats are positive reinforcements. When teachers create a safe,
supportive environment for students, affirming their belief in a student’s abilities rather than
laying out the consequences of not doing things, students are much more likely to get and stay
motivated to do their work. At the end of the day, students will fulfill the expectations that the
adults around them communicate, so focus on can, not can’t.
4. Change your scenery.
A classroom is a great place for learning, but sitting at a desk day in and day out can make
school start to seem a bit dull for some students. To renew interest in the subject matter or just in
learning in general, give your students a chance to get out of the classroom. Take field trips,
bring in speakers, or even just head to the library for some research. The brain loves novelty and
a new setting can be just what some students need to stay motivated to learn.
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5. Offer varied experiences.

Not all students will respond to lessons in the same way. For some, hands-on experiences may be
the best. Others may love to read books quietly or to work in groups. In order to keep all students
motivated, mix up your lessons so that students with different preferences will each get time
focused on the things they like best. Doing so will help students stay engaged and pay attention.

6. Use positive competition.

Competition in the classroom isn’t always a bad thing, and in some cases can motivate students
to try harder and work to excel. Work to foster a friendly spirit of competition in your classroom,
perhaps through group games related to the material or other opportunities for students to show
off their knowledge.
7. Offer rewards.
Everyone likes getting rewards, and offering your students the chance to earn them is an
excellent source of motivation. Things like pizza parties, watching movies, or even something as
simple as a sticker on a paper can make students work harder and really aim to achieve. Consider
the personalities and needs of your students to determine appropriate rewards for your class.
8. Give students responsibility.
Assigning students classroom jobs is a great way to build a community and to give students a
sense of motivation. Most students will see classroom jobs as a privilege rather than a burden
and will work hard to ensure that they, and other students, are meeting expectations. It can also
be useful to allow students to take turns leading activities or helping out so that each feels
important and valued.
Teachers spend years of hard work and thousands of dollars to become experts in their content
areas, with degrees and teaching certification to prove it. We develop curriculum maps and
teaching calendars to be sure to cover the appropriate standards. We endure hours of professional
development so that we are well versed in all the current educational pedagogy. We collaborate
with colleagues so that we are all using best practices in the classroom. We develop assessments
for students so that we can track their progress. When all this doesn’t work, we have intentional
interventions aimed at getting students back on track.
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And students are still failing.

The problem is that many students are not motivated to learn. Even with the perfect lesson plan
in place, an unmotivated student will not learn. Some teachers claim that motivating students is
not their job. It is a teacher’s job to know the content and to teach it well; the student must take
responsibility for his or her learning and find his or her own motivation. This old-fashioned idea
is what limits many teachers to being average. A great teacher recognizes that student motivation
is necessary for success in learning and that teachers are in the perfect position to improve
student motivation. Here are some strategies that can be used in the classroom to help motivate
students:

1. Promote growth mindset over fixed mindset.

In her book, Mindset, Carol Dweck argues that students have an underlying belief about
learning: either a fixed mindset or a growth mindset. A fixed mindset belief suggests that people
are born with or without certain abilities and talents, and that abilities cannot be changed. Fixed
mindset learners try to prove themselves and will often shy away from challenges because they
do not want to appear to be struggling. A growth mindset learner, on the other hand, believes that
abilities and talents can be cultivated and improved through hard work. Growth mindset students
enjoy a challenge and see struggles and failures as necessary parts of growth. Learners with a
growth mindset are certainly more motivated to work hard.
How do we foster a growth mindset in the classroom?

One of the most powerful elements of feedback for our learners is to praise them for their efforts
and hard work. “I can tell that you have been practicing your reading,” or “The practice is paying
off on your times tables,” tells learners that they have the power to improve their academic
success. That said, we must stop praising ability: “Wow, you are such a smart math student,” or
“You are such an incredible reader.” Praise for abilities over efforts reinforces the fixed mindset
that students have the ability or they don’t and no amount of hard work on the learner’s part can
change the outcome. We are all learners, and should be encouraged as such.

Throughout a learning cycle, teachers assess student progress by incorporating formative and
summative assessments. The purpose of formative assessment is to pinpoint the learning needed
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for ultimate success on a later summative assessment. Formative assessment informs teachers
and students about student and classroom needs for improvement so both can act accordingly to
improve performance on the final assessment. Some formative assessments are: a thumbs
up/thumbs down check for understanding, a quiz in small groups, or an exit slip at the end of a
lesson. What is important is that students get timely and descriptive feedback from the
assessment so that they can move forward in their learning. This cycle of learning will improve
results on a later summative assessment.

As teachers, we can model the growth mindset. Have courage! Ask students for feedback about
your teaching and be willing to make necessary changes. Be dedicated! Work hard for students
and share how hard work and dedication translates to success and growth. This feedback shows
that we, too, are learners. It also invites our students to continue on the learning journey
alongside us. Students are always willing to work hard for a teacher that is reciprocating that
hard work.

2. Develop meaningful and respectful relationships with your students.

If we are going to truly inspire and motivate all of our students, we should know each of them on
a personal level. We need to know their interests and hobbies, who they hang out with, their
family situations, and what gets them excited. Each student is going to require different
motivational strategies, and we have to know them to be able to predict what strategies might
work.

In order to begin that “knowing,” try allowing for five minutes where students may share “Good
News.” For example, student A shares, “I am a new uncle! My sister had a new baby boy this
weekend!” This is an opportunity for us to learn about our students as people and to let them
know that we care about them individually. This also provides an avenue for teachers to share
some details about their lives outside of school. When teachers are willing to share personally
and become vulnerable, students are more likely to do the same. When learners see one another
as whole people, they are more willing to take risks, and ask the questions they need to ask in
order to obtain success.
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We all learn differently. In each classroom several types of learners exist: visual, tactile, verbal
and more reserved. We can see it as our responsibility to discover this by knowing them and
endeavor to teach them accordingly. This work results in our ability to know our students which
leads to a more cohesive, open learning community.

3. Grow a community of learners in your classroom.

Students need a classroom environment that is safe, where they are willing to take risks and
struggle. To achieve this goal, the students and teacher must work together towards common
collective goals. Students must be willing to work with and assist other students in class.
Struggle should be acceptable and encouraged as a part of the learning process.

Traditional teaching consists of teachers lecturing and learners taking notes, followed by the
learners doing independent work to check for understanding. Transforming this outdated model
to include more time where students are talking to students brings about true community.
Collaborative group work should be the activity between the teacher lecture and the independent
work. This is the time when students can digest information and ask questions collectively.
Learners participate in what could be considered the “problem solving” phase of their
development with new ideas, and together they come to new learnings. This gradual release of
responsibility from teacher to student encourages deeper understanding of lesson rather than rote
memorization; thus the students are participants in their own learning, rather than witnesses to
the instructor’s knowledge.

Student work should be proudly displayed throughout the classroom. This sends a message to
students that they are active participants in creating the knowledge in the classroom. The teacher
is not the sole holder of knowledge. Additionally, teachers can use language that promotes the
community of learners – including the teacher – rather than a room full of individual learners.
Using the words “we” and “our” rather than “I” and “you” has a significant impact on classroom
culture, and how students function as interdependent learners.

4. Establish high expectations and establish clear goals.

Setting high expectations and supporting students as they struggle allows learners to rise to meet
those expectations. When expectations are transparent, students know where their learning is
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headed and are motivated to get there because it seems possible: the path is visible. Working
towards daily, weekly, and yearly goals gives students a purpose and a meaning for the hard
work that they do.

Daily learning goals (learning targets, or “I can” statements) should be posted, visible and
referenced on a daily basis. Establishing the “goal of the day” at the start of the lesson gives
students a purpose for their learning. Students can also formatively assess themselves at the end
of each lesson by checking to be sure they have met the learning goals.

Maintaining high expectations for academics is tantamount to learning, but high standards for
behavior, academic language, group work, and even the length and format of individual work is
also necessary for deep learning. We cannot assume that students know these expectations. They
must be clearly outlined. If we expect students to interact in a certain way together, we need to
teach them how, and hold them accountable. If we want an assignment displayed in a certain
format, we need to model it and expect it. Once the routines to support expectations are
established and clear to the learning community, learning becomes the most important action in
the classroom.

5. Be inspirational.
Most adults can recall a specific teacher from their childhood who had a lasting impact. These
are the teachers that have inspired, challenged, and motivated students enough to be memorable
years later.

What makes these teachers inspirational?

Inspirational teachers represent success to their students. Teacher success might be: completing a
10K race, owning a small business, or receiving a teaching award. We each have successes to
share. Through our triumphs, students can learn what success looks like and go after it. Once our
students decide that they want success, they pay close attention to the behaviors and choices and
even sacrifices that led us to our success. These behaviors include hard work, willingness to
struggle, and ability to learn from our mistakes. Students internalize our behaviors and strategies
as a way to accomplish their own goals. We give them an opportunity to do so in our everyday
routines, assignments and encounters with them.