Scribd Logo
Upload

Welcome to Scribd!

  • 48 views

    Human

    Uploaded by

    Edel Villanueva
    This document discusses human environmental factors that affect student motivation, including teachers, classmates, and parents. It identifies several affective traits of effective teachers such as caring, fairness, social interactions, enthusiasm, positive attitudes, expectations, and reflective practice. It also notes that bullying by classmates can undermine motivation, and that parental involvement through behaviors like checking homework can support learning. Finally, it outlines aspects of a positive classroom climate such as intellectual, social, emotional, and physical factors.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Human

    Uploaded by

    Edel Villanueva
    48 views31 pages
    This document discusses human environmental factors that affect student motivation, including teachers, classmates, and parents. It identifies several affective traits of effective teachers such as caring, fairness, social interactions, enthusiasm, positive attitudes, expectations, and reflective practice. It also notes that bullying by classmates can undermine motivation, and that parental involvement through behaviors like checking homework can support learning. Finally, it outlines aspects of a positive classroom climate such as intellectual, social, emotional, and physical factors.

    Original Description:

    lecture

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses human environmental factors that affect student motivation, including teachers, classmates, and parents. It identifies several affective traits of effective teachers such as caring, fairness, social interactions, enthusiasm, positive attitudes, expectations, and reflective practice. It also notes that bullying by classmates can undermine motivation, and that parental involvement through behaviors like checking homework can support learning. Finally, it outlines aspects of a positive classroom climate such as intellectual, social, emotional, and physical factors.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    48 views31 pages

    Human

    Uploaded by

    Edel Villanueva
    This document discusses human environmental factors that affect student motivation, including teachers, classmates, and parents. It identifies several affective traits of effective teachers such as caring, fairness, social interactions, enthusiasm, positive attitudes, expectations, and reflective practice. It also notes that bullying by classmates can undermine motivation, and that parental involvement through behaviors like checking homework can support learning. Finally, it outlines aspects of a positive classroom climate such as intellectual, social, emotional, and physical factors.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 31

    HUMAN

    ENVIRONMENTAL
    FACTORS AFFECTING
    MOTIVATION
    Presented by:
    Kristyn Mandane​
    LEARNING OBJECTIVES:
    At the end of the discussion, the students should be
    able to:
    1. Identify Human Environment Factors Affection
    Motivation.
    2. Describe the teacher’s affective traits
    3. Determine the behavioral traits of parents who are
    supportive of learning
    INTRODUCTION
    If environment is defined as the sum total of one’s
    surrounding then environmental factors that affect
    student’s motivation include human as well as non-
    human factors.
    THE IMMEDIATE HUMAN FACTORS
    THAT SURROUND THE LEARNER

    TEACHERS CLASSMATES PARENTS ​


    TEACHERS AFFECTIVE TRAITS
    Studies suggest that management and instructional processes are key to
    facilitating learning but many interview responses, like the letter at the
    beginning of this module, emphasize the teacher’s affective characteristics
    or social and emotional behaviors, more than pedagogical practice. Some of
    your teachers were motivating and inspiring, others were not.
    You are grateful to those motivated and inspired you. You must also be
    grateful to those who were not as motivating and inspiring. In a way, they
    also helped you become better persons in the sense that you strived to
    become better than them.
    6

    RESEARCHERS CITE THE


    FOLLOWING AFFECTIVE
    CHARACTERISTICS OF THE
    EFFECTIVE TEACHERS JAMES
    H. STRONGE, 2002.
    CARING
    1. Sympathetic listening to students not only about life inside the
    classroom but more about student’s live in general.

    2. Understanding of student’s questions and concerns.

    3. Knowing students individually, their likes and dislikes and


    personal situations affecting behavior and performance.
    8

    FAIRNESS AND RESPECT


    1.Treating students as people
    2. Avoiding the use of ridicule and preventing situations in
    which students lose respects in front of their peers
    3. Practicing gender, racial and ethnic fairness
    4. Providing students with opportunities for them to
    participate and to succeed
    SOCIAL INTERACTIONS
    WITH STUDENTS
    1. Consistently behaving in a friendly, personal manner while
    maintaining professional distance with students.
    2. Working with students not for the students
    3.Interacting productively by giving students responsibility and
    respect
    4. Allowing students to participate in decision making.

    5. Having a sense of humor and is willing to share jokes.

    6. Willing to participate in class activities and demonstrating a


    sense of fun
    ENTHUSIASM AND
    MOTIVATION
    1. Encouraging students to be responsible for their own learning.
    2. Maintain an organized classroom environment
    3. Setting high standards
    4. Assigning appropriate challenges
    5. Providing reinforcement and encouragement during tasks
    ATTITUDE TOWARD THE
    TEACHING PROFESSION
    1. Having dual commitment to personal learning and to students
    anchored on the beliefs that all student can learn
    2. Helping students succeed by using differentiated instruction
    3. Working collaboration with colleagues and other staff
    4. Serving as an example of a lifelong learner to his/her students
    and colleagues
    POSITIVE EXPECTATIONS
    OF STUDENTS
    1. Striving to make all students feel competent
    2. Having high personal teaching efficacy shown in their belief that
    they can cause all students all students to learn
    3. Communication positive expectations to students, i.e., they will
    be successful
    REFLECTIVE PRACTICE
    1. Reviewing an thinking on his/her teaching process

    2. Eliciting feedback from others in the interest of teaching and


    learning.
    CLASSMATES- BULLYING
    AND THE NEED TO BELONG
    Students from part of the human environment of the
    learner. In fact, they far outnumber the teacher in
    the learning environment .
    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.
    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 feel that they belong
    PARENTS AS PART
    OF THE LEARNER’S
    HUMAN LEARNING
    ENVIRONMENT
    The learner spends at least six hours in school.
    The rest, he/she at home. Parents, therefore, are
    supposed to have more opportunity to be with
    their children the teachers. How many of our
    parents use this opportunity to support their
    children in their studies? What parent’s
    behavioral traits are supportive of their
    children’s learning?
    PARENTS WHO ARE
    SUPPORTIVE OF THEIR
    CHILDREN’S LEARNING
    • Follow up status of their children’s
    performance
    • Supervise their children in their
    homework/project
    • Check their children’s notebooks
    • Review their children’s corrected seat works
    and test papers
    • Are willing to spend on children’s
    projects and to get involved in school
    activities.
    • Participate actively in school-
    community projects
    • Confer with their children’s teacher
    when necessary
    • Are aware of their children’s activities
    in school
    • Meet the friends of their children
    • Invite their children’s friends at home
    UNSUPPORTED PARENT BEHAVIORS
    ARE OPPOSITE OF ALL THOSE LISTED

    The interaction between the learner and the


    teacher, among the learners, and teacher and
    parents affect the learners' motivation. Whether
    the climate that comes as a by-product of the
    interactions nurtures or obstructs learning
    depends on the quality of these interactions.
    THE CLASSROOM
    CLIMATE
    The classroom climate is the intellectual,
    social, emotional, and physical environment
    where students can learn as a by –product of
    social interactions between and among
    teachers and students .
    CLASSROOM CLIMATE
    Classroom climate is derived from an ecological
    paradigm, there are aspects of the physical
    environment that might also be a part of the
    construct, such as the appearance and furnishing
    of the classroom, its size, its physical resources,
    and even issues such as its heating and
    ventilation.
    ASPECTS OF
    CLASSROOM
    CLIMATE
    INTELLECTUAL
    1. The lesson develops student’s
    disciplinary knowledge, skills &
    attitudes.
    2. Performance expectations are
    explicit
    3. regularly practice disciplinary
    skills
    4. Task are challenging, important
    and authentic
    5. Students receive prompt and
    specific feedback
    SOCIAL
    1. Behavior expectations are explicit
    2. Students have opportunity to work
    together
    3. The instructor ensures equitable
    and respectful student interactions
    4. The instructor is approachable,
    resourceful and proactive
    5. The instructor solicits and
    responds to student feedback
    EMOTIONAL
    1. The atmosphere is non-competitive
    , motivating and productively
    addresses stereotypes

    2. Student’s background's and


    identities are valued

    3. Student are allowed to make low-


    risk mistakes
    PHYSICAL
    1. Students can interact with and see
    each other

    2. Students have equal access to


    physical and online materials

    3. The classroom is free from


    distractions
    THANK YOU

    You might also like