General Principles OF Motivation
Basic principles of motivation to learn is applicable in every situation.
By. Mr. Teachers
1. Environment can be used to focus on what students should learn.
Teachers who create warm and have not received a business like atmospheres persistent efforts to improve and better attitudes towards learning. This strategy will be successful in children and adults. Visual interest, such as books, posters, or practice equipment, motivate learners by capturing their attention and curiosity.
2. Incentives motivate learning.
Incentives including the rights and receive a compliment from the instructor. Instructors determine the incentives that will encourage each time. General situation in the study, self-motivation without rewards will not be successful. Students must find satisfaction in learning based on the understanding that the goals that are useful for them, or less common, based on the pure enjoyment of exploring new things.
3. Internal motivation is more durable and more than self-directive is external motivation, which must be repeatedly reinforced by praise or concrete rewards.
Some people – particularly children of certain ages, and some adults – have little internal capacity and motivation must always be guided and strengthened. The use of incentives based on the principle that learning occurs more effectively when students experience a feeling of satisfaction. Attention must be done outside the exchange, although they are not really needed. Their use may be followed by a decline in internal motivation.
4. Learning most effective when individuals are ready to learn, that is, when one would like to know something.
Sometimes students’ readiness to learn comes with time, and the instructor’s role is to encourage development. If the desired change in behavior that urgent, the instructor must be supervised directly to ensure that the desired behavior occurs. If the student is not ready to learn, he can not be relied upon in the instructions and therefore must be supervised and instructions repeated again and again.
5. Increased motivation to the way in which learning materials are organized.
In general, materials that are developed into information meaningful to the individual. One of the methods of organization, including new tasks related to the already known. Other ways to relay meaning are to determine whether the person is taught to understand the end results desired and instruct them to compare and contrast ideas.
There are no techniques that will generate sustainable motivation except that realistic goals for their students. Learn the basic principles involved are the more success can be predicted from a failure to motivate. Usually, people will choose between uncertainty than those that are difficult (little likelihood of success) or easy (high likelihood of success). For the purpose of high value have less tendency to choose more difficult conditions. Have helped the students in defining goals increases the likelihood that they will understand them and want to reach them. However, sometimes students who have unrealistic notions about what they can do. Perhaps they did not understand the precise skills that must be done or have a depth of knowledge to master some of the material. To identify realistic goals, instructors must be skilled in assessing the readiness of a student or student’s progress toward the goal.
1. Because the study requires a change in belief and behavior, usually result in higher light perturbation.
This is useful in motivating individuals. However, the perturbation is severe incapacitating. A high level of stress is inherent in some educational situations. If a severe perturbation, each of the perception of what is going on around him is very limited. Instructors must be able to recognize and understand the restlessness that affect learning. They also have a responsibility to avoid causing severe restlessness in students with ambiguous set of unrealistically high goals for them.
2. It is important to help each student to set goals and provide informative feedback regarding progress toward goal.
Define the purpose of showing the intention to achieve and learn from one day to the next. She also directs students to the goals and activities offer opportunities to experience success.
3. Second affiliation agreement and a strong motivators.
Finding other people with whom to compare their abilities, opinions, and emotions. Affiliates can also lead to a decrease in direct perturbation by social and only accept the existence of others. However, these motivators can also lead to conformity, competition, and behavior that may appear as a negative.
4. Many of the results from a combination of behavioral patterns.
It is recognized that no grand theory of motivation there. However, motivation is necessary for the learning strategy must be planned to set the continuous and dynamic interactive Motivational for maximum effectiveness. General principles of motivation. One teaching action can use many of them simultaneously.
Finally, it must be said that there is a big difference between knowing that learning must be encouraged and to identify specific components Motivational certain act. Instructors should focus on the pattern of motivation for an individual or group, with the realization that errors will occur.
Factors of Motivation and strategy, BY TIME PERIOD
Start, DURING, and ends
TIME
First: When learner enters and starts learning
Motivational Factors
Attitude: On the environment, teacher, subject, and independent
NEEDS: basic to learn in the study
Motivational Strategies
- Create conditions that surround the subject positive.
- Positive face the possibility that a belief, expectations, and assumptions that underlie the negative attitude of students.
- Reduce or remove components of the learning environment that leads to failure, or fear.
- Plan activities to allow students to meet the needs of self.
TIME
During: When learner is involved in the body or main content of the learning process.
Motivational Factors
Stimulation: stimulation affects the learning process on learning experience.
Affect: The emotional experience of learning while studying.
Motivational Strategies
- Change the style and content of learning activities.
- Make learner reaction and involvement of an important part of the learning process, namely problem solving, role playing, stimulation.
- Use learner concerns to manage content and develop themes and teaching procedures.
- Use a group cooperation goal to maximize the involvement of learning and sharing.
TIME
Ending: When the students are completing the process of learning.
Motivational Factors
Competence: the competency of value for students who are learning the behavior.
Strengthening: to strengthen the values inherent in the learning experience, for students.
Motivational Strategies
- Provide consistent feedback regarding mastery of learning.
- Acknowledge and affirm the learners’ responsibility in completing the task of learning.
- If the study has natural consequences, which will allow them congruently evident.
- Provide artificial reinforcement when it contributes to successful learning, and provide closure to the positive end.
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