Sun.Star Pampanga - - PERSPECTIVE! -


Whether you are a teacher, par­ent or home-school­ing par­ent, mo­ti­vat­ing stu­dents is not al­ways an easy task. Mo­ti­vat­ing stu­dents re­quires pa­tience and un­der­stand­ing. Mo­ti­va­tion has a di­rect im­pact on how an in­di­vid­ual learns. The af­fects of mo­ti­va­tion is nor­mally far reach­ing be­cause it in­creases an in­di­vid­ual’s en­ergy level, de­ter­mines the per­sis­tence in reach­ing a spe­cific goal, af­fects the types of learn­ing tech­niques used and an in­di­vid­ual’s think­ing pr ocesses.

Ac­cord­ing to hu­man de­vel­op­ment pro­fes­sion­als, there are two types of mo­ti­va­tion, ex­trin­sic and in­trin­sic. Ex­trin­sic is de­ter­mined by the in­di­vid­ual’s out­side sur­round­ing and spe­cific tasks. In­trin­sic mo­ti­va­tion can be found within the in­di­vid­ual since the task can be viewed as valu­able. There­fore, when ap­ply­ing the af­fect that mo­ti­va­tion has on the learn­ing process, it is clear that peo­ple learn bet­ter based on the per­ceived value of the task, sub­ject mat­ter, per­sonal goals, fi­nan­cial in­cen­tives and wide ar­ray of dif­fer­ent fac­tors.

Mo­ti­va­tion can be in­creased or de­creased based on many dif­fer­ent fac­tors. This is one of the rea­sons why in­struc­tors in any ed­u­ca­tional in­sti­tu­tion can have a sub­stan­tial im­pact on their stu­dents learn­ing, since they are a part of the stu­dent’s in­trin­sic mo­ti­va­tion en­vi­ron­ment.

For in­stance, if the in­struc­tor can ex­plain to the stu­dents how a spe­cific sub­ject mat­ter can re­late to real life sit­u­a­tions, the stu­dents are more likely to have a per­sonal in­ter­est in learn­ing what’s be­ing pre­sented to them. One of the best ex­am­ples of real life value sit­u­a­tions is the im­por­tance of learn­ing math. Math in­struc­tors who know how to re­lay the value of know­ing how to count one’s per­sonal funds, will have a bet­ter chance at gain­ing the stu­dents in­ter­est and keep­ing them en­gaged at all times.

While some stu­dents are mo­ti­vated by ex­trin­sic fac­tors, oth­ers may be mo­tived purely by in­trin­sic fac­tors. In th­ese sit­u­a­tions, the stu­dent may have a goal that they want to reach by a cer­tain time. In or­der to ac­com­plish their goals, the in­for­ma­tion that they learn is of great value to them.

For in­stance, if the stu­dent wants to be a physi­cian or work in the med­i­cal field, they may be driven by it as an at­tain­able goal. As a re­sult, they may want to in­vest all of their free time in get­ting to the next level. If they want to get into the top Ivy League schools, they will also seek to achieve the high­est grades. What­ever the in­di­vid­ual’s mo­ti­va­tion fac­tor is, it is clear that mo­ti­va­tion and learn­ing will of­ten go hand in hand.

Some­times an in­di­vid­ual mo­ti­va­tion can be ad­versely af­fected. From past fail­ures with cer­tain sub­ject mat­ter to teach­ers who fos­tered an in­tim­i­dat­ing learn­ing en­vi­ron­ment, adults and chil­dren may be de­mo­ti­vated be­cause of nu­mer­ous sit­u­a­tions. Get­ting mo­ti­vated again is of­ten hard but it can be done.

Mo­ti­va­tion has a great im­pact on the learn­ing process. Mo­ti­va­tion alone can de­ter­mine if the per­son will pass or fail. While some peo­ple learn more by out­side in­flu­ences, oth­ers may achieve more by their per­sonal as­pi­ra­tions. What­ever the sit­u­a­tion, ev­ery­one in­volved in any learn­ing process should know how mo­ti­va­tion af­fects learn­ing.

Source: https:/ / thein­spired­class­

— oOo—

The au­thor is Teacher III at Dap­dap Re­set­tle­ment El­e­men­tary School Di­vi­sion of Tar­lac Prov­ince

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