tsl 3109 presentation

8/12/2019 tsl 3109 presentation

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Differences between Motivation,

Encouragement and Criticism


2/11

Developing, Monitoringand Maintaining

Productive StudentBehaviours

Motivation

Intrinsic Extrinsic

Encouragement Criticism

Positive Negative


3/11

ASPECTS MOTIVATION ENCOURAGEMENT CRITICISM

Definition Motivation is an

inner drive that

arouses pupils,steers them in

particular directions,

goals or tasks and

causes them to be

persistent in trying to

achieve the goals or

completing the task

successfully (Lenin &

Nolan,1991).

A comment which

shows acceptance,

emphasizes effortand improvement,

appreciates

contributions, gets

one to evaluate

his/her own

performance, and

instill faith and

confidence

(Adler,1946; p. 509)

The act of making

comment about

someones

performance or

behaviour.This

implies that the

comments can be

presented in a

positive or negative

tone.

Types Intrinsic motivation

deals with behaviourperformed for its

own sake in order to

experience

satisfaction.

The acceptanceand

focuses onindividuals

potentials and

abilities.

Destructive criticism

focuses onindividuals

inadequacies and

personhood which

can erode his/her

self-esteem and self-

efficacy


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Extrinsic

motivation deals

with behaviourperformed to

receive some

extrinsic rewards

or recognition.

Positive/

Constructive

criticism (ibid) actsas a catalyst for

growth and change,

exposes individual

to alternative

options which leads

to reassessment oftask performance.


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Characteristics of

pupils

Positively motivated

pupils would always

pay attention to the

lesson, involve

actively in thelesson, direct her/his

energy to the

learning tasks and

believe she/he has

the ability and

confidence tosucceed.

Confident, aware of

their own strengths

and stimulates

motivation from

within them(intrinsic

motivation).

Children with

mature

sociocognitive

understanding are

able to read and

correctly interpret

what their teacher

says may take

criticism more

seriously .

Children who arebetter at

understanding

others will be more

able to rationalize

teacher criticism and

understand thatcriticism of school

work is constructive

and is intended to

promote learning

and improvement.


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A pupil who is not

motivated or

lacking in

motivation wouldaim to only do

enough to avoid

failure, have little

confidence or

expectation of

succeeding in thetask and have low

interest in the

lesson.

The comments

made about their

work or

performance aredestructive or

constructive

criticism depends

on their

sociocognitive

maturity andunderstanding

(Cutting & Dunn,

2002)


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Ways to Motivate Pupils

Teachers have a good understanding of the

strategiesthat can be used to motivate pupils.

Teachers can actively manipulate many of the

environmental and contextual variablesto

increase pupil motivation.


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Pupil Interest - Relate teaching and learningmaterials to pupil interest in life outsideschool, design variety of activities which pupil

enjoy e.g. simulation, group work, videoviewing, games etc.

Pupil Needsactivities that meet some oftheir basic human needs such as sense ofbelonging and self-esteem through groupwork and pair work.


9/11

Success - manageable activities within the timeduration given and according to pupils abilitylevel, making clear learning goals or objectives

and organise teaching content of the lessonclearly, teaching pupils study skills.

Variety and Novelty - encourage masterylearning, maximize learning opportunities for

different learning styles, pupils experiencesomething new, unusual or unexpected throughvarious activities.


10/11

Tension - moderate amount of tension to

enhance motivation and increase pupil learning.

Feeling Tone - moderately positive atmosphere

where the climate is friendly and pleasant butfocused on the learning task.

Feedback - specific feedback to pupils soon after

or at the time of performance or presentation,focus on performance, allow pupils to keep track

of their own progress over time.


11/11

Considerations When Using

Encouragement

valuepupils as they are

use words that build the pupils self-esteem

plan for experiencesthat create success

demonstrate genuinenessto pupils

demonstrate non-verbal acceptance throughtouch

recognisepupils effort

avoid emphasis on liabilities

show appreciationfor pupils cooperation

tsl 3109 presentation

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