Module 21: Students’ Diversity in Motivation

Students who, by themselves are already as diverse, also differ in motivation. This
diversity in motivation may be traced to differences in age, developmental stage,
gender, socio economic and cultural background.

Research findings
A. > Young children often want to gain teachers' approval to be motivational while the
older ones are typically more interested in gaining the approval of peers.
> Students often become less intrinsically motivated as they progress through the
school years. Learning goals may go by the wayside as performance goals become
more prevalent and as a result, students will begin to exhibit preferences for easy rather
than challenging task.
> Increasingly students will value activities that will have usefulness for them in their
personal and professional lives, and subjects that are not directly applicable will
decrease in popularity.
B. > Elementary students tend to attribute their success to efforts and hard work.
> By adolescence, however, students attribute success and failure more to an ability
that is fairly stable and uncontrollable. Effort becomes a sign of low ability.
C. > There are different motivational patterns for students belonging to ethnic
communities. Students from Asian-American families may feel more pressured to
perform well in school
> Students' cultural background can influence their attributes. For instance, students
of Asian background are more likely to attribute academic achievement to unstable
factors like effort and attribute appropriate or inappropriate behaviors to temporary
situational factors than students brought up in mainstream Western culture.
D. > Females are more likely than males to have a high need for affiliation. (Block, 1983
quoted by Ormrod, p.183)
> Females are also more concerned about doing well in school. They work harder on
assignments, earn higher grades and are more likely to graduate from high school.
(Halpern, 1992; McCall, 1994 quoted by Ormrod, 2004)
> We typically find more boys than girls among our "underachieving" students.
E. > Students from low-income families are among those most likely to be at risk of
failing and dropping out of school.
F. > Students with special educational needs show the greatest diversity in motivation.
Some students who are gifted may have high intrinsic motivation to learn classroom
subject matter, yet they may become easily bored if class activities don't challenge their
abilities. (Friedel, 1993; Turnbull et al, 1999 quoted by Ormrod, 2004)
> Students with specific or general academic difficulties (e.g. those with learning
disabilities, those with mental retardation) may show signs of learned helplessness with
regard to classroom tasks, especially if their past efforts have been repeatedly met with
failure. (Deshler & Schumaker, 1988; Jacobsen, Lowery, & DuCette, 1986; Seligman,
1975)
> Students who have difficulty getting along with their classmates (e.g. those with
emotional and behavioral disorders) may inappropriately attribute their social failures to
factors beyond their control. (Hewrad, 1996 quoted by Ormrod, 2004).

Our students’ motivation may vary on account of age, gender, cultural, socioeconomic
background and special education needs.

There are two principles to consider regarding social and cultural influences on
motivation:
1. Students are most likely to model the behaviors they believe are relevant to their
situation
2. Students develop greater efficacy for a task when they see others like
themselves performing the task successfully (Ormrod, 2004) “Students need
models who are similar to themselves in terms of race, cultural background,
socioeconomic status, gender, and (if applicable) disability
Do we have to limit ourselves to live models?
-Not necessarily. We can make our students read biographies and autobiographies of
successful individuals who were in situations similar to them.

1. From the Survival Kit prepared by the Guidance Office of St. Louis University,
success or achievement depends not only ability and hard work but also on effective
methods of study. ….. Very roughly, the differences between individuals in their
capacity for work and study are determined by:
Factor A- Intelligence and Special Abilities…..50-60%
Factor B- Industry, Effort and Effective Study Methods....30-40%
Factor C-Chance and Environmental Factors....... 10-15%

Later in college, ….. the proportions may change as such:

Factor A - Intelligence and Special Abilities…….30-40%
Factor B- Industry, Effort and Effective Study Methods......50-60%
Factor C- Chance and Environmental Factors....... 10-15%
Compare this with the research findings in Activity B above. Do they jibe or do they
contradict each other? What is your stand?
MODULE 22: Human Environmental Factors Affecting Motivation
Environment - is defined as the sum total of one’s surroundings
Environmental Factors - are those that affect students’ motivation including human as
well as non-human factors.
Immediate Human Factors :
● teachers

● other students

● his/her parents

Teacher’s Affective Traits

Management and Instructional Processes - are key to facilitating learning but many
interview responses, emphasize the teacher’s affective characteristics or social and
emotional behaviors, more than pedagogical practice.
Affective Characteristics of Effective Teachers:
● CARING

- sympathetic listening to students not only about life inside the classroom but
more about students’ lives in general
- understanding of students’ questions and concerns
- knowing students individually, their likes and dislikes, and personal situations
affecting behavior and performance
● FAIRNESS and RESPECT

- treating students as people

- avoiding the use of ridicule and preventing situations in which students lose
respect in front of their peer
- practicing gender, racial amd ethnic fairness
- providing students with opportunities for them to participate and to succeed
● SOCIAL INTERACTION with STUDENTS

- consistently behaving in a friendly, personal manner while maintaining

professional distance with students

- working with students not for the students

- interacting productively by giving students responsibility and respect

- allowing students to participate in decision making

 - willing to participate in class activities and demonstrating a sense of fun

- having a sense of humor and is willing to share jokes

● ENTHUSIASM and MOTIVATION for LEARNING

- encouraging students to be responsible for their own learning

- maintaining an organized classroom environment

- setting high standards

- assigning appropriate challenges

- providing reinforcement and encouragement during tasks

● ATTITUDE TOWARD the TEACHING PROFESSION

- having dual commitment to personal learning and to students’ learning

anchored on the belief that all students can learn

- helping students succeed by using differentiated instruction

- working collaboratively with colleagues and other staff

- serving as an example of lifelong learner to his/her students and

colleagues

● POSITIVE EXPECTATIONS of STUDENTS

- striving to make all students competent

- communicating positive expectations to students

- having high personal teaching efficacy shown in their belief that they can

cause all students to learn

● REFLECTIVE PRACTICE

- reviewing and thinking on his/her teaching process

- eliciting feedback from others in the interest of teaching and learning

Classmates- Bullying and the Need to Belong
Students form part of the human environment of the learner. In fact, they far
outnumbered the teachers in the learning environment.
The need to belong is a basic human need. Students who are accepted by teachers
and classmates feel they belong to the class. Students who feel that they are part of the
class look forward to attending and participating in class. The sense of belongingness
enhances their learning and performance. The prevalence of bullying, however,
obstructs the creation of a learning community where everyone feels that they belong.
With bullying in schools, the learning environment cannot be safe. Then by all means,
bullying should be eliminated in schools. Bullying takes on several forms. It can be mild,
it can be intense or deeply-seated and highly violent. Today, safety in schools is being
raised all over the world.
Parents as part of the Learners’ Human Learning Environment
The learner spends at least six hours in school. The rest, s/he spends at home.
Parents, therefore, are supposed to have more opportunity to be with their children than
teachers. How many of our parents use this opportunity to support their children in their
studies?
What parents’ behavioral traits are supportive of their children’s learning?
Parents who are supportive of their children’s learning are observed to do the the
following:
● Follow up status of their children’s performance

● Supervise their children in their homework/project

● Check their children’s notebook

● Review their children’s corrected seat work and test papers

● Attend conferences for Parent, teachers, and Community Association (PTCA)

● Are willing to spend on children’s project and to get involved in school’s activities

● Participate actively in school-community projects

 ● Confer with their children’s teachers when necessary

● Are aware of their children’s activities in school

● Meet the friends of their children

● Invite their children’s friends at home

Unsupportive parent behaviors are the opposite of all those listed above.

MODULE 23: THE CLASSROOM CLIMATE AND SOCIAL-EMOTIONAL LEARNING

(SEL)

Classroom- a classroom, schoolroom or lecture room is a learning space in which both

children and adults learn.

Climate- the general weather over a long period. This can include rainfall, temperature,
snow or any other weather condition

Classroom climate -product of interaction between and among teacher and students
than that the physical condition of the classroom. The physical condition of the
classroom may exert an influence on the social interaction among the personalities in
class but it may not contribute as much as the classroom social interaction does.

When is the classroom conducive for learning?

-when it is non-threatening yet business-like.

What takes place in a classroom where business-like and non- threating

atmosphere prevail?
-The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where:
 Specific classroom rules and procedures are clear.
 These classroom rules and procedures are discussed on the first days of class.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Negative consequences are provided for unacceptable behavior.
 Clear limits for unacceptable behavior are established.
 There is a healthy balance between dominance and cooperation.
  The teacher is aware of the needs of different types of students.
 The teacher is fully aware of the happenings in class.
 Students' responsibility for their own behavior is enhanced. (Marzano, et al,
2003)

Social-Emotional Learning (SEL)

Social-Emotional Learning (SEL) is a crucial aspect of education that focuses on

developing students' ability to manage their emotions, build positive relationships, and
make responsible decisions.

The Collaborative for Academic, Social, and Emotional Learning (CASEL), the
leading organization in this field, has identified five core competencies that are essential
for SEL:

1. Self-Awareness: The ability to recognize one's own emotions, thoughts, and values,
and how they influence behavior. This includes understanding one's strengths and
limitations, and developing a well-grounded sense of confidence and purpose.

2. Self-Management: The ability to regulate one's emotions, thoughts, and behaviors in

different situations. This includes managing stress, controlling impulses, and setting and
working towards personal and academic goals.

3. Social Awareness: The ability to empathize with others, understand social and
ethical norms, and recognize family, school, and community resources and supports.

4. Relationship Skills: The ability to establish and maintain healthy and rewarding
relationships with diverse individuals and groups. This includes communicating clearly,
listening actively, cooperating, and resolving conflicts constructively.

5. Responsible Decision-Making: The ability to make constructive choices about

personal behavior and social interactions based on ethical standards, safety concerns,
and social norms. These core competencies are essential for students to develop in
order to succeed academically, socially, and emotionally. When SEL is integrated into
the classroom climate and curriculum, it can lead to improved academic performance,
better behavior, and enhanced well-being for students. The promotion of integrated
academic, social, and emotional learning is a key focus of CASEL and other
organizations dedicated to SEL. By addressing these five core competencies, schools
can create a supportive and inclusive learning environment that fosters the holistic
development of students.

MODULE 24: The Physical Learning Environment

Physical Learning Environment
-A physical learning environment refers to the physical space in which learning activities
take place. It encompasses the physical surroundings, resources, tools, and
infrastructure that contribute to the educational experience of learners. The physical
learning environment plays a crucial role in influencing how students engage with the
learning material, interact with their peers, and experience the learning process.
A conductive physical learning environment is one that
•Allows maximum interaction between teacher,student,and among student;
•Allows student movement without unnecessary distraction
•Allows teacher to survey the whole class;
is safe, clean, and orderly;
•Is well-ventilated, spacious, and adequately lighted and makes possible re-
arrangement as the need arises

ASSESSMENT STRATEGIES THAT CAN INCREASE MOTIVATION AND

OUTCOME-BASED TEACHING LEARNING
Assessment is at the service of learning, is meant to ensure the learning takes place.
Assessment strategies that can increase motivation:
1. Make clear your learner’s objectives every time – it is good if students are clarified on
the objectives they are working on.
2. Make your students own the lesson objective.
3. Engage your students in self-assessment – they have established their own target
against clearly set lesson plans objectives.
4. Practice criterion-referenced assessment rather than norm-referenced assessment –
make your students compare their performance against established criterion i.e., the
learning objective or target and not against other students’ performance.
5. If you are indeed criterion-referenced, then your assessment is certainly based on
established criterion, your learning target or objective – it has been observed,
however, that a number of teachers set learning objectives but assess another.
6. Inspire your students to have mastery-focus rather than performance-focus – set their
hearts on lesson mastery for the love learning rather than scores, grades and
performance.
7. Have a “growth mindset” – believe that your students can improve. Failure or wrong
answer is welcome.
8. Your assessment practice must be sensitive and constructive because assessment
has an emotional impact – bear in mind that your comments, marks and grades, as well
as the manner you communicate them to students, can affect their confidence.
9. Don’t make the test too difficult to discourage students nor too easy to make them
complacent – an extremely easy test is not challenging while an extremely difficult test
is discouraging.
10. Communicate results/feedback – a teacher facilitates learning by providing students
with important feedback on their learning areas.
Outcome-based Teaching-Learning there is a perfect alignment of what is taught and
what is being assessed, in addition to ensuring that learners fully understand the
intended expected learning process. This way because there is alignment of teaching-
learning activities and assessment tasks to what were taught, confusion and frustration
are out of the picture. As a consequence, students become more motivated for learning.