 Advance Organizer

For Modules (22-24)

Motivation in the
Classroom

Human Assessment
Environmental Strategies that can
The Classroom
Factors Affecting Increase Motivation
Climate
Motivation

Teachers’ Affective The Physical

Traits Learning
Environment

Classmates

Bullying

Parents

human environmental factors

 Module 22
 affecting motivation
 Take the Challenge!

In this module, challenge yourself to attain the following learning

outcomes:

 Compose a poem/ song that describe the teacher’s behavioral traits that
are facilitative to learning.

 Dramatize the de –motivating function of bullying in schools.

 Mimic the behavioral traits of parents who are supportive of learning.

Introduction

If environment is defined as sum total of one’s surroundings, then environmental

factors that affects student’ motivation includes human as well as non –human factors.
The immediate human factors that surround the learner are the teachers, the other
students and his parents.

(For notes on managing the learning environment, refer into the Textbook on
Principles of Teaching 1 by Brenda B. Corpuz and Gloria G. Salandanan.)

Activity 1

Read this student letter to a middle school science teacher with four years of
teaching experience. Feel the words. Right after reading it, proceed to Analysis for
Activity 1.

I just wanted to write you a little thank you note for everything that you have
done for me over the past two years. I have learned a lot and had a whole lotta fun
doing it. I loved the labs and basically everything we did in your class because you
made it fun. You made it fun so we learned without even realizing that we were
learning but when it was time to show that we knew it, we were like, “Whoa! I guess I
really did learn something!” Not only did you teach us about Science, you put us on real
case scenarios and helped prepare us for high school and even college. But even
further, than that, you were like a friend to me. That might scare you a little, but you
really remind me of myself, and I hope I grow up to be at least a little like you. I feel
like you genuinely care about your students and sincerely enjoy your job... Thank you
for being such a great teacher and friend. You have sincerely contributed to the
“awesomeness” of these years. Thanks 1000 times. (Stronge, 2002)

Analysis 1

1. The student considers her teacher great. List down the teacher’s behavioural
traits that made learning fun.
2. In a survey that was conducted in 1996, almost 1000 students between the
ages of 13 and 17 were asked to identify characteristic of best and worst
teachers. The students responded that the number one characteristic of good
teachers is their sense of humor. The others are make the class interesting,
have knowledge of their subjects, explain things clearly, and spend time helping
students.” The number one characteristic of the worst teachers what they are
“dull and boring”. The next four are: “do not explain things clearly, show
favouritism toward students; have a poor attitude and expect too much from
students.” (National Association of Secondary School Principals. 1997.

Do you find any similarities with your list in #1?

Activity 2

 Recall an experience where, because of classmate, you were:

o Motivated or encouraged to come to class
o Turned off/ afraid to come to class.
 Share your experiences with your small group.

Analysis 2

1. Is there any experience on bullying that was shared? If yes, what are the
various forms of bullying?
2. How does bullying affect the students need to belong to a learning community?
3. Is calling a classmate promdi and barriotic a form of bullying?
 Activity 3

Divide the class into small discussion groups. Some groups will be asked to jot
down behavioural traits of parents who are supportive of their children’s studies.
The other groups will be asked to list down behavioural traits of students who are
not very supportive.

Those groups who worked on supportive parents come together to make a tally
of the behavioural traits and compare. Collate the output then present it to the
whole class. The same thing is expected of those groups who worked on
unsupportive parents.

Analysis 3

1. In your tally of behavioural traits, which traits (both positive and negative) are
on top? Study your top positive and negative behavioural traits. Are the results
consistent?
2. As a teacher and as a future parent, what message can you read from your list
of behavioural traits?

Synapse Strengtheners

1. Rev. Father Joseph V. Landy, SJ, in his book “Letter to a Young Teacher: The Art of
Being Interesting”, cites 5 elements that are especially useful for gaining attention in
the classroom, to wit: 1) The activity, 2) The reality, 3) The vital, 4) The humor, and 5)
The novelty. Are these elements found in the affective traits of the facilitating teacher
given by Stronge in this Module.

2. Make clippings of articles on school bullying. React to one article of your choice.

3. Read DepEd Order 40 s.2012, DepEd’s Child Protection Policy.

Name: _________________________________ Year & Section: __________

Application
1. “The quality of teacher-student relationships is the key to all other aspects of
classroom management”, says recognized expert in classroom management, Robert
Marzano. DO the teacher/s affective traits have something to do with that quality
teacher-student relationships? Explain your answer.

2. By means of a graphic organizer, list down behavioral traits of parents who are
supportive of children’s studies.

Assessment Task/s

1. Compose a song or a poem about a highly motivating teacher. Present your output in
class.

2. Complete this statement. A caring teacher ___________________________

3. Dramatize some forms of bullying in schools.

• Ask those who took part in dramatization – How did you feel? Were you happy
about it? Any action to take from here?

• Ask those who watched the dramatization – How did you feel while the
dramatization was going on? In real life, would you do as the bully did. Why or
why not?

• Compose a song that is anti-bullying. Highlight the basic human need to

belong.

4. Some students will be asked to pantomine learning-supportive and learning-

unsupportive behaviors of parents.The rest of the class will be asked to identify the
behavior that was pantomimed.

• Discuss the effects of these behaviors on children’s motivation to study and

achieve.

•Share lesson learned

5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

From the module on the Human Environmental Factors Affecting

Motivation, I realized that…
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