Louis Cabuhat, Academic Dean

TEACHER THE TEACHER

Managing Emotions and Improving Motivation

Learning ObjectivesAt the end of this lesson, learners should be able to:

Create a personal definition of ‘motivation’

Differentiate between extrinsic and intrinsic motivation

Verify whether your learner(s) are motivated

Accept the impact poor motivation has on student persistence

“If you don’t know where you are going, any road will get you there”

- Richard S. Sagor

Connecting Your Actions to the Target

IMPROVED OUTCOMES

Performance Targets (INDIVIDUAL OUTCOMES)◦ Ask yourself, “What are students expected

to gain from our ‘actions”? Improved motivation Improved engagement Realistic goal-setting Improved achievement

Process Targets (TECHNIQUES or STRATEGIES)

Development of an Early Warning System

Training Targets

(Sagor, 2011)

Defining MotivationHow do you define motivation?

Think ‘emotionally-driven’ actions

Motivation may be defined as “an internal state that arouses learners, steers them in a particular direction and keeps them engaged with certain activities” (Lei, 2010, p. 153).1. Horse to water2. Fly to honey3. Human to affection

What ‘drives’ your students?

Intrinsic Motivation

("Homer thinking," 2013)

Extrinsic Motivation

("Engagement and motivation," n.d.)

Which Type of Motivation is MORE useful to Higher Ed. professionals

AB

Motivation: Just the FactsMany students are not ready for the

challenges encountered in college (Balduf 2009)

Studies suggest that issues of time-management tasks and self-discipline “proved more challenging” than anticipated upon enrollment to college (Balduf, 2009).

Morrow & Ackermann (2012) found that learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program.

Sparkman, Maulding & Roberts (2012) note parental education accomplishments as influential on learner motivation and persistence in college.

Intrinsic

Intrinsic

Intrinsic

Intrinsic

Are you a teacher who underscores instrument goals (hard skills and

soft skills)? Why? Hard SkillsVerbal/WrittenMathematicLaboratoryQuestioningComputer

Soft SkillsAttitudeRelationshipsEmpathyListening Tact

Question:

What data is currently available in your class (or daily interactions) that can offer potential information on the presence or absence of motivation with your students?

Put another way:How can you tell if motivation

exists?

Introducing Susan

Student Scenario:Susan is a new student who is attending classes at Bryman College – A for-profit organization. As a new enrollment to the school, Susan repeatedly misses assignment deadlines and submits work late. While in class, her instructor notices that Susan frequently avoids eye contact with others and she excludes herself from group discussions. Now, in her third week of a four week module, it doesn’t look good. The teacher is concerned that some of Susan’s behavior is an early indication of what’s about to come – another drop for the college; another failed attempt. So, in an effort to address the problem, the teacher presents what she knows of Susan to colleagues at the college. And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. What’s even more unsettling – the College attrition rate for students, immediately following the first few weeks of class, is extremely high.

Head on over to

wwwEduOs.net to begin the online

discussion and anchor your comments to our dynamic case involving

‘Susan’.

Reference ListBalduf, M. (2009). Underachievement among college students. Journal of advanced academics, 20(2), 274-294. Retrieved from http://www.eric.ed.gov/PDFS/EJ849379.pdf

Engagement and motivation. (n.d.). Retrieved from http://kumardeepak.wordpress.com/2012/06/01/engagement-motivation-and-learning/

Homer thinking. (2013). Retrieved from http://www.newgrounds.com/art/view/gamenovice19/homer-thinking

Laskey, M. L., & Hetzel, C. J. (2010, August 30). Self-regulated learning, metacognition, and soft skills: the 21st century leaner. Retrieved from http://www.eric.ed.gov/PDFS/ED511589.pdf

Lehmann, W. (2007). "I just didn't feel like I fit in": the role of habitus in university dropout decisions. Canadian journal of higher education, 37(2), 89-110. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e3520ca5-3840-4298-880a-ac8dfff6da1c@sessionmgr12&vid=5&hid=127

Lei, S. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from college instructors' perspective. Journal of instructional psychology, Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7561ffa-953d-4b17-96a8-061cc4704cbc@sessionmgr111&vid=8&hid=108

Millar, B., & Tanner, D. (2011, December 10). Student perceptions of their readiness for community college study. Retrieved from http://www.eric.ed.gov/PDFS/EJ974348.pdf

Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College student journal, 46(3), 483-491. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=7&hid=113

Sparkman, L., Maulding, W. S., & Roberts, J. G. (2012). Non-cognitive predictors of student success in college. College student journal, 46(3), 642-652. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=5&hid=12

Reference List

Taylor, J. (2012). Students’ perspective on intrinsic motivation to learn: a model to guide educators. ICCTE, 7(2), Retrieved from http://icctejournal.org/issues/v6i1/v6i1-wilson/

Tinto, V. (1987, November). The principles of effective retention. Fall conference of the Maryland college personnel association. Retrieved from http://www.eric.ed.gov/PDFS/ED301267.pdf

Reference List