COLLEGIO DE DAGUPAN

Institute of Graduate Studies

Arellano St. Dagupan City

MASTER IN EDUCATION
MAJOR IN EDUCATIONAL LEADERSHIP
Name: Liezel S. Ondoy Subject: Classroom Motivation and Management
Professor: Delia H. Patalud Semester: 1st

Topic: Positive Teaching and Motivational Techniques in Classroom Management

Introduction
In learning motivation has the most important role for both motivation and learning go side by side (K.
Mahlikz, 2013). According to most psychologists motivation is essential for effective learning. Actually,
motivation is a force that modifies or directs behavior; while learning is actually a modification of behavior which
is permanent in nature and is caused by various psychological factors.
On the other hand, classroom management is intended to provide students with more opportunities to learn all of
the things that a teacher does to organize students, space, time, and materials so that students´ learning can take
place. Students should be able to carry out their maximum potential, which allows students to develop appropriate
behavior patterns. Teachers must deal with unexpected events and have the ability to control student behavior,
using effective classroom management strategies. Effective classroom management and positive classroom
climate construction are essential goals for all teachers. Everything a teacher does has implications for classroom
management, including creating the setting, decorating the room, arranging the chairs, speaking to children and
handling their responses, putting routines in place (and then executing, modifying, and reinstituting them),
developing rules, and communicating those rules to the students. These are all aspects of classroom management.
Learning is work of the head and work of the heart. A climate of fear can handicap all of the goals of higher
learning. Children often learn first for the teacher, to please the teacher and to obtain the teacher's pleasure in their
learning, more than they learn for the intrinsic value they attach to the subject matter or tasks. Especially in the
elementary school the teacher is very important for the children. Teachers are mostly experts in the subjects they
teach, but very often teachers have problems with discipline. Wiseman and Hunt (2008) list important statistics.
Beginning almost forty years ago, from 1968 to now, discipline was identified as the most important problem that
teachers face. It is important that teachers have an in-depth understanding of the subjects that they teach. But the
knowledge of subject matter alone is not sufficient to ensure that teachers will be effective and that students will
be successful in their learning. To be effective, teachers also must have an understanding of their students´
interests and styles of learning. “The knowledge base of motivation is so extensive that the crucial factor is making
the best choice for a particular problem. If we have not learned the extensive motivational knowledge base, then
our choices are limited” (Aldermann, 2004, p. 15). What are the most critical concerns related to classroom
management in schools? These are discipline, students´ motivation, handling students´ social and emotional
problems, little or no support from the parents, violence, working with special education or inclusion students.
Frequently, problems that teachers have in managing student behavior are fundamentally problems of student
motivation. Therefore effective teaching practices are closely related to both management and motivation. “To
be successful, teachers must be able to establish appropriate student behavior in their classrooms in order to
maximize the time that they and their students spend on learning.” (Wiseman and Hunt, 2008, p. 6). For a
productive learning environment it is also important to generate good will, respect and cooperation

Body of the Topic/ Content Discussion

Motivation is the combination of the forces that can arouse, directs and continue certain type of behaviour. The
Word ‘Motivation’ is derived from motus, mo vere which means to move. It is the phenomenon involved in a
person’s derives and goal-oriented behaviour. The tendency to perform activity starts with the introduction of a
stimulus and ends with an adjustive behaviour. It is the internal state or regulation of behaviour towards a specific
goal (Cuzon, 1990). According to H.R.Bhatia, Bernard motivation is the stimulation or action towards a particular
goal where previously there was little or no attraction towards that goal (H.R. Bhtaia, 2004). Motivation is the
internal state or condition sometimes described as a need, desire or want that serves to activate or energizes
behaviour and give it direction (Kleiginna and Kleiginna, 1981). There are two misconceptions about motivation
among teachers due to which they cannot use the concept effectively. When we say that a student is not motivated
it is a misconception actually the student is motivated but not in the way teacher wanted him to behave. Another
misconception is that one person can directly motivate other, actually motivation comes from inside a teacher can
only create certain circumstances that influence students to do what the teacher wants (Houghton Mifflin, 1997).
Motivation can be characterized by following elements according to Steers and Porter (1991):
 Need or expectation
 Behavior
 Goal
 Some form of feedback
Generally there are two types of motivation:- EXTRINSIC= Here stimulus is outside the person, it can be there
in the form of operant conditioning or social cognition. INTRINSIC= Here stimulus is internal to the person; it
can be biological, emotional, spiritual or social (huitt.W, 2011). Intrinsic Motivation: is driven by an interest or
enjoyment which a person feels in a task .It is within the individual and does not rely on external pressure.
Extrinsic Motivation: refers to performance of a task for attaining an outcome. It may be in the form of some kind
of reward, social approval or appreciation etc.
Learning and Motivation
Motivation is the energy that gives behavior direction and focus. A motivated student may have better results in
the school. There is a relationship between motivation and learning. Motivation gives direction and helps the
student choose a particular behavior. Motivation gives an inner drive that focuses behavior on a particular goal or
task and causes the individual to be persistent in trying to achieve the goal or complete the task successfully.
 Feedback and Praise
Increasing feedback during lessons could help in keeping pupils on track, minimize misunderstanding and signal
areas in need of further explanation. Feedback gives a firm basis on which to correct pupils´ misunderstandings.
The feedback could be as verbal exchanges, written responses, tests or assessments. There is little basis on which
to steer their progress if there is no feedback. “Teachers who regularly provide feedback to their students regarding
the accuracy or appropriateness of their responses and their work have higher achieving students. The most
effective feedback provides constructive information, praise and encouragement as appropriate and is immediate
and specific. Pertinent individual feedback that is aimed at constructively correcting errors made during learning
positively affects student performance and attitude” (Wiseman & Hunt, 2008, p. 147).
 Learning Goals
Learning goals are very important because the type of goals that teachers set influences the amount of motivation
that students have to reach them. Goals should be moderately difficult, specific, and likely to be reached in the
near future to enhance motivation and persistence. Specific goals provide a clear standard for judging performance
and moderate difficulty provides a challenge, but not an unreasonable one. When goals are too complex, vague
and/or confusing, too challenging, or seem to have no importance, students are more likely not to pursue them.
Likewise, when goals are perceived as being to simplistic, they are not seen as being interesting or important
either. While they may be achieved, the achievement has little meaning (Wiseman & Hunt, 2008, p. 73).

 Active Learning
Students learn by doing. Teachers should create a dynamic educational environment that affords students the
opportunity to practice every concept that they are learning. Effective teachers utilize instructional strategies that
engage students repeatedly throughout the entire lesson. This engagement should start early in the lesson and
continue throughout the lesson introduction, body, and closure. Some important questions from Bulger et al.
(2002, p. 4): “In your last class, how much time were your students engaged in learning activities other than note
taking? On how many occasions during your last class did students have the opportunity to be actively engaged
in the learning process? How many of your students are asleep or off-task at any point in a given lesson?” As one
of the most important elements of effective instruction Muijs and Reynolds (2011) mentioned, that questioning
should take up a large part of the lesson. Research has shown that effective teachers use more higher-level
questions than less effective teachers, although the majority of questions used are still lower level. A topic
requiring factual recall such as multiplication facts in mathematics, would require lower-level questions than one
which probes for higher-level content, such as asking pupils to design an experiment in science. “It is, however,
important to ask higher-level questions whenever possible to help develop pupils´ thinking skills” (Muijs &
Reynolds, 2011, p. 55). Another form of interaction that may be effective in certain lessons is classroom
discussion. In order for discussion to be effective, it needs to be carefully prepared. The teacher needs to give
pupils clear guidelines on what the discussion is about. Also it is very important to summarize and review during
and towards the end of lesson
Conclusion
Motivation is an internal force which can be biological, emotional, cognitive, or even social which
energizes certain behavior, directs and sustain that behavior towards a specific goal. There are two major kinds
of motivation:- Intrinsic motivation comes from inside of an individual. The stimulus here is biological,
emotional, or spiritual or social. Students who are intrinsically motivated engage in an activity willingly and try
to improve their skills. Extrinsic motivation comes from outside in the form of reward, social approval,
appreciation, fame, material benefit, etc. This type of motivation works more in business context. For students
such benefits lose importance with time and they become less motivated as time passes. The problem may be
solved with the help of internalization of extrinsic motivation it happens when the task fits with the value and
beliefs of the individual. Motivation play an important role in institutions and work place. The teacher use
motivation techniques, both individually and in groups, to achieve the good result for education in the most
efficient and effective ways. This situation and the environment, in which the learning is to be made by the student
influences the learning process. A well prepared classroom environment proves a motivating force, then student
takes interest in learning. The availability of infrastructure and affection he gets from his teachers, the pooled co-
operation and help he gets from his class fellows. The participation of activities in the school etc, all influence
and motivate the learning behaviour of the student. Therefore, efforts should be made provide suitable learning
situation and environment for effective learning. Motivation is a permanent tool for student’s success in learning.
The sources of motivation can be influenced by external factors but the motivation is personal and within an
individual. Educators may give heed to the principles of motivation for may design their instruction by
incorporating motivational techniques in their in instruction.
References
Bhatia.H.R (2004). Educational Psychology and Techniques of Teaching. Kalia Publisher New Dehli.4th edition .pp109-
111. Kleinginna, P., Jr., & Kleinginna A. (1981a). A categorized list of motivation definitions, with suggestions for a
consensual definition. Motivation and Emotion, 5, 263-291. Norfolk, Virginia. Homeport Training.
file:///D:/Motivation.htm cited on 5/13/2012 Robert Haris, Version date, October 14, 2012
http://www.virtualsalt.com/motivate.htm cited on 3/21/2012 hptt://en.wikipedia.org/wiki/Motivational cited on 3/21/2012
http://iteslj.org/Articles/Suslu-TeacherMotivation.html cited on 5/12/2012
http://www.smartteaching.org/blog/2008/08/100-motivationaltechniques-to-take-learning-... cited on 3/21/2012 Intrinsic
vs. Extrinsic Motivation (www.google.com) cited on 5/3/2012