MOTIVATION IN THE CLASSROOM

Meaning of motivation
Motivation is defined as a general term used to describe the conditions that force one to begin an
activity and pursue that activity with vigour and persistence. E.g. An athlete who has to run 5km
daily. All those inner striving conditions described as wishes ,drives, urges, motives, etc that
activates the person to work hard to sustain a pace of hard-work to achieve a goal or an objective.
Longman dictionary definition of motivation; To provide someone with a strong reason for
doing something. Motivation therefore is a state of being energized to do something. E.g.
Motivation is manifested in an individual as a deep desire and an urge to direct energy in one
direction to exclusion of others for the purpose of learning for the realization of a goal or
accomplishing a task.
Motivation has to do with a person desires, drives, urges, wishes, actions, goals, objectives,
achievement and success. Motivation involves a person’s desire to perform and succeed.
Motivation is key to behavior change.
Types of motivation
i) Intrinsic motivation
ii) Extrinsic motivation
Intrinsic motivation: Is also referred to as self imposed motivation. In this type of
motivation an activity that leads to learning may be its own reward and may continue for
no other reason than its occurrence.
Motivation makes you happy and happy. E.g. a student who likes a subject will work
beyond the assignment given in class. When one considers the task in question he/she
considers the task important. It’s important to note that the motive, desire etc is from
within an individual and it has been noticed that intrinsic motivation support learning.
Extrinsic motivation: When motivation depends on other rewards that are external. The
action itself is said to be extrinsic. This type of motivation is supported and enhanced by
external influences such as promised rewards, promotions, words of recommendations,
praises, etc
The motivation originates from other people, from environment, from situations or from
experiences.
If well used both can be stimulating and bring about learning. However external
motivation is short-lived. Punishment can also be used as an external motivator.
Theories of learning (read and make notes)
Some strategies of sustaining classroom attention
1. Use stimulus variation or attention drawing signals e.g. pausing ,use of hand gestures or signals, make some
movements, raise or lower your voice to avoid being monotonous
2. Establish incentive contingencies e.g. writing on the board (answers),
3. Appropriate use of feedback e.g. excellent, good, tried
4. Build on student answer e.g. you made a good attempt but can someone else complete fro where he/she
stopped.
5. Give learners adequate work to keep them busy. This will ensure they are occupied.
6. Avoid distractions such as noise and disorganization in the classroom especially when they are doing group
work.
7. Use dramatic examples in class
8. Look out for signs of fatigue and restlessness and address them appropriately promptly
9. Maintain a good eye contact with your class. Meaning you are in control of the class.
10. Use active words that lead to inquiry. When giving students assignment e.g. clarify, demonstrate, to create,
discuss, describe, investigate ,to plan etc
For these activities to take place or to be realized students need an attractive environment conducive for
learning with suitable and sufficient resources and good working environment.
H. INSTRUCTIONAL RESOURCES
They are also called teaching resources, teaching aids, audio and audio –visual aids. They are
used by teachers to assist learning and increase interest in learning. Resources once used enhance
students’ participation in class and bring about effective learning.
Types of instructional resources
a) Reading materials; they include text and reference books, magazines, newspapers, journal etc
b) Materials for viewing 3 dimensional materials, real objects (realia), model, specimens, globe
and exhibits. Flat materials or two 2 dimensional materials e.g. pictures, photographs,
posters, charts, graph, chalkboard, whiteboard, magnetic boards, maps, atlases, wall sheets
etc
 Specimen – living, preserved or pictures of the same
 Models – made to look like real things,
a) Projected materials; they include the filmstrips, film slides or sound motion picture.
b) Materials for watching and listening to; they include the TV, radio, radio cassettes, flash disk,
CD and DVDs.
c) Programmed instruction ;computer assisted instructions and simulation games
Selection of instructional resources
Consider the following;
1. Select the best available material to realize a goal or objective.
2. The material should make the learning situation more realistic and concrete. E.g. buying and selling, you have
two students role play. One becomes the shopkeeper and the other the buyer and goods and money for
exchange.
3. The material should be appropriate for the age, intelligence, interests and experience of learners.
4. The material should make learning easier and quicker. E.g. Paul’s road to Damascus, make use of a map
5. The material should present the information in an interesting manner.
6. Use thought provoking resources such as incomplete diagrams that students can complete.
7. The resource should create critical thinking in students.
8. It should help students to develop and improve skills
9. The material should be physically attractive.
10. It should represent up to date information on the topic.
 Advantages of instructional resources
Educators agree that the use of teaching resources is important and advantageous in a teaching/learning
situation because of the following reasons;
1. They motivate students to learn as they offer stimulus variation and assist I sustaining student’s attention
throughout the lesson.
2. They clarify information. Sometimes a concept may be a bit complex and words alone cannot offer a clear
explanation. A chart illustrating the concept can clarify the concept process or procedure quickly.
3. They stimulate discussion. After watching a video in a classroom some scenes can challenge learners and
lead to a lively discussion.
4. They present new ideas.
5. They challenge independent thinking especially when used individually in an assignment or as a class level.
6. They influence learner’s attitudes. Some can make students appreciate something they did not like before.
7. They summarize learned content.
8. They can be used to give an assignment.
9. They improve class participation.
10. They permit a high degree of creativity in their in their preparation, use and presentation of ideas.
Disadvantages of instructional resources
1. Some of the projected aids are very expensive and therefore unavailable for use in many schools.
2. Learners might miss their lessons due to some faults. E.g. power failure
3. Some instructional resources do not take care of individual differences in class. E.g. radio and TV usually pay no attention to
slow or fast learners.
4. The time for radio or TV lessons is not flexible so if learners are late for class they cannot get the entire message.
5. Non interesting resources can make students to be bored.
6. When students are just passive critical thinking is not encouraged
7. Poorly prepared teaching aids may distort ideas and set low standards for learners.
8. Too complicated resources can discourage students or kill their enthusiasm.

Making of instructional resources

The most common excuse for not using teaching aids is that they are difficult to obtain and they are expensive to buy. Making
your own teaching aids can solve the problem. Students can also assist in making resources individually or in groups under
teacher’s guide.
The main things to consider in this area are:
 the types of materials to use
 selection of information to be presented (resource should not be overcrowded)
 resource layout
 lettering
 drawing
 construction
 copying and enlarging
 storage facility

Advantages of Making Teaching Resources

1. The teacher will make exactly what is needed to realize the lesson’s objective.
2. Resources are cheaper than commercial ones
3. When locally available resources are used, students can identify with them, therefore making learning meaningful and
relevant to them.
4. They are available when needed.
5. The teacher can have a collection of teaching aids and prepare a teaching resource center in the school.
6. When the teacher makes teaching aids he/she sets good standards for the students to copy.
7. The teacher can motivate students, challenge and arouse their creativity.
8. Since they are made in advance they help the teacher in preparation.
PROVIDING FOR INDIVIDUAL DIFFERENCES IN THE CLASSROOM
Methods of identification of differences
1. Observation – through observation you’ll learn of a no. of things. e.g. fighting,
2. Interviews – could be oral or written.
3. Questionnaire – where names aren’t required.
4. Study students records e.g.
 admission register,
 attendance register,
 progress report,
 punishment book.
1. Students /teachers conference – forums where students are allowed to speak anything about
teachers without victimizing. Worked out at Starehe Boys Centre
2. Open days where parents and teachers meet on a particular class.
Although normal learners do not require special help, create an environment that will enhance
their academic growth.
Characteristic of normal learners
 Perform given tasks without difficulty if guided properly
 They get along well with their colleagues during class activities
 Their academic performance is generally good
 They do not have behavior disorders
 They are pleasant to teach
MEASUREMENT AND EVALUATION
To measure means to determine the size, the quality or quantity of something.
To evaluate is the process of using feedback to determine the most appropriate mode of intervention.
To improve teaching and learning one needs feedback on the success level of the;
 input
 Process
 product

Input- Get to know what the class knows before you start teaching. That’s the entry behavior (level of knowledge).
Resources necessary i.e. books, labs etc
Process – syllabus, scheme of work, lesson plan
-strategies, methodologies
- teaching experiences
- Content
Product – What knowledge has the learner acquired, skills, attitude and values?
 Why do measure and evaluate?
1. It stimulates learning. When learners are aware of the level of their knowledge it motivates them to aim higher.
2. Regulates teaching programme.
3. Helps to discover the strengths of weaknesses of the element of the programme e.g. strength of the teacher, learner,
resources being used and their weaknesses too.
4. Provides information about progress.
5. It allows screening for further studies e.g. after KCSE screening is done for courses to be pursued in higher level of
learning.
Sources or focus for measurement and evaluation
1. Syllabus
2. Schemes of work. Tell the examiner what has covered. Gives the ability of what learners are able to achieve or
demonstrate.
3. Comparative schemes – looking for schemes of work from other institutions.
4. Lesson plan objectives
5. Formats of relevant exams e.g. Maths has got paper 1&2, section A &B etc.
Language - composition followed by grammar
6. Comparative exams – very useful. Get exams from other schools. Check on what you could have forgotten.
7. Good moderation- someone else goes through the exam
8. Good marking scheme.
9. Relevant measurement tool – make sure that the exam is relevant when offered.
Different types of tests
1. Oral test – ask and answer questions in class.
2. Observation – ability to use the five senses.
Ways of implementing observation; observation guide, observation schedule
3. Practical tests – done practically
4. Written tests
a) Short answer test – require brief but specific answer. Have one or two basic concepts.
b) Objective tests
 you either or you don’t know
 Completion e.g. capital of Kenya----------------
 True or false. A written statement. E.g. Human being has 3 ears. True or false
 Matching
 Multiple choice
a) Essay tests – requires the learners to express their ideas correctly and orderly.
Limitations of essay questions
i) High mark loading i.e. one question carrying high marks.
ii) Poor representation of the course covered
iii) In marking it’s very subjective. Not uniform.
iv) Time consuming.
v) High variation from one marker to another
a) Structured tests/questions. The essay is broken into parts. Overcomes essay problems.
Key findings about education in Kenya based on the results of the Uwezo 2009 assessment.
1. Literacy levels are low, and are substantially lower in certain regions. Girls tend to perform better in reading English and Kiswahili,
while boys tend to perform better in math.
2. Literacy levels are lower in public schools than private schools.
3. Most children can solve real world, "ethno-mathematics" problems, while fewer can solve similar math problems in an abstract, pencil
and paper format.
4. 5% of children are not enrolled in school, but the problem is far worse in particular regions.
5. About half of children are enrolled in pre-school.
6. Many children are older than expected for their class level, including 40% of children in class 2, and 60% of children in class.
7. North Eastern Province and arid districts in Rift Valley and Eastern Provinces have particularly low performance; and many older
children, especially girls, are not attending school.
8. Many families pay for extra tuition, which focuses heavily on drilling and exam preparation.
9. Schools struggle to plan their budgets because they receive funds at unpredictable times.
10. Children, whose mothers are educated, particularly beyond primary school, tend to have much higher rates of literacy and numeracy.
11. About 15% of students are absent on a given day, with much higher absenteeism in certain districts as a result of increased poverty
level.
12. There is a severe shortage of teachers, estimated at 4 teachers per school.
13. The reluctance of the government to invest in educational institutions in marginalised areas thereby developing schools in cities only
which result in inefficient education process in arid and semi-arid areas
14. Embezzlement of public funds by school administrators and lack of accountability of the use of government grants and high levels of
corruption in educational institutions
Course Assessment- 100%
CATs- 30%
Examination- 70%
Reference Books
a) Wilder PBS (2000) Fundamental of Pedagogy: London Rutledge Publishers
b) Knewles M. (2005, 2007) Andragogy Pedagogic Issues
c) Douglas B (2007) Teaching and Principles and Interaction Approach to Language Pedagogy –
Longman San Francisco
d) Namwamba T (2007) elements and Pedagogy and critical thinking- Dale Publications.