Teaching Models for

Motivation

Lecture No 43
General Methods of Teaching
Features of classrooms for students’ motivation

Some classroom features can be altered

by the teacher; others cannot.
Multidimensionality and immediacy cannot
be influenced readily by the teacher.
Classroom is a multidimensional place.
Cont…

Group processes and the classroom goal,

task, reward and participation structures
are more directly under the teachers’
control. Teacher’s expectations are
extrinsic. Expectations are external while
personal goals are internal.
Cont…
Influence in classrooms does not flow just
from the teacher. Studies show that
students influence each other and the
behavior of their teachers also. Peers can
be great motivational support.
Cont…
Effective teachers create productive learning
communities by focusing on things that can be
altered, such as increasing student motivation
and encouraging group development. there is a
range of motivation strategies. To make
productive learning communities is itself a
motivational strategy. Peer tutoring is another
motivational strategy. We provide the option of
creativity to the students. External rewards lose
their significance after sometime.
Planning

Planning and making decisions about instruction

are among the most important aspects of
teaching because they are major determinants of
what is taught in schools and how it is taught.
The traditional perspective of planning is based on
rational-linear models characterized by setting
goals and taking specific actions to accomplish
desired outcomes. Success of instruction depends
upon planning. Traditional model is being very
much in use in Pakistan and other countries.
Cont…
The knowledge base suggests that teacher planning
and decision making do not always conform to
rational-linear planning models. Newer perspectives on
planning put more emphasis on planners’ nonlinear
actions and reflections. Linear fashion focus on goals.
Nonlinear fashion focus on process.
A third form of teacher planning called mental
planning, is based on reflective thinking prior to the
construction of more formal plans and imaging and
mental rehearsal prior to presenting particular lessons.
Mental process needs to be their while planning.
Planning phases

Teacher planning is multifaceted but

relates to three phases of teaching:
Prior to instruction
During instruction
And after instruction
Diversity of students

Allthe students in the class have different

needs. McCarthy makes a 4MAT model on the
diversity of students.
This model has four parts.
Meaning (Why)
In meaning there are functions of connect and
attend. There should be connection of current
knowledge with the prior knowledge of
students. In attend part we will see that what
are the individual experiences of students.
Cont…
Concepts (What)
Its functions are image and inform. In this
step we will tell the students imagine what
new expressions look like. In this part teacher
can tell the students to brainstorm. Teacher
may ask them to come up with new ideas.
Then the part of giving information comes.
Cont…
Skills (How)
Its functions are practice and extent. We know
that practice is of different kinds. In this step we
provide the opportunity to the students to
practice the known information. For example we
have told about grammar rules to the students
and then we will tell them to apply and practice
those rules. Extent is also a skill. Skill should be
automatic. In extent teacher give the
opportunity of extended practice. Extended
practice leads to overlearning.
Cont…
Adaptation (If)
Its functions are refine and problem. One a skill
is achieved students should be able to relate or
refine that skill to their practical life. Performance
includes find connections and innovations.
4 MAT model is very much comprehensive.
Problem solving skill is the function of right brain.
Planning of lesson must be based on the above
four points.
Thank You