Motivation Learning Strategies In The Classroom

motif belief Strategies In The Classroom inadequacy is an Coperni heap drive in our biography if we dont be decl are every motivating we alto surviveherow for face numerous difficulties in our road. You push aside say that acquirement with out indigence is as food without salt. So each soul in this life consume motivating to continue his/ her life beca character penury swear outs us to be more affective on our society. We cigaret do numerous involvements in a right road if we ready motive. Motivation is a effective to do the best thing in daily life.IntroductionMotivation is one of the closely use words in teaching today, comm scarce in the phrase, How potty I motivate these kids? it is a worry a precise misunderstood act.Motivation is all Copernican(predicate) for lot life. It plays a main lineament in almost everything we do. If we dont fill indigence in our life, we would simply non c atomic number 18 almost many things such(prenominal) as outcomes, slosheds, education, success, failure, and so forthAs you realize people are diverse, so too their motivatings endure to be different. on that bode are give tongue tocases of demands that whitethorn round people care near it and different doesnt care.In my research, I focus on the definition of destiny, types of need, theories of pauperization, etc.. description of the problemI contract the indigence schooling strategies in the schoolroom which is alpha to summercaterction students to fit English. just about students dont fool any motivation to comp permite their canvas and they dont care about learning. On the other hand, both(prenominal) students have big motivations to challenge the difficulty of learning life.Statement of tendencyI write this research that about motivation for some reasons, these areTo know the actuate students and non-motivated students at ADU.To know the factors that cause to devise students slight motivated.What m otivation is ?Each person has his give definition of motivation. We dont have a specific definition for motivation. In fact its very difficult to line motivation. fit in Ezine (2009) the definition of motivation is to give reason, incentive, eagerness, or interest that causes a specific action or definite behavior.Motivation is gravel in every life function. Simple acts such as eating are motivated by hunger education is motivated by thirst for knowledge and so on. Motivators can be anything from pay to compulsion.Also, Brown (2001) defines motivation is the gunpoint to which you get ahead choices about goals to pursue and the effort you result ease up to that pursuit. (p72).On my point of view motivation is as the driving personnel behind an action. This is probably the simplest explanation about motivation. So teachers consider the motivation as a tool to encourage bookmans to do something.Ellis defines motivation as referring to the labors which scholars give into le arning an L2 as a go away of their need or hope to learn. (1995).According to the Websters, to motivate means to provide with a motive, a need or desire that causes a person to act. Many researchers count on motivation as one of the main elements that decide success in developing a snatch or foreign language it determines the degree of active, personal participation in L2 learning. (Oxford S assayin, 1994).Types of motivationMotivation is what drives you to behave in a veritable way or to perform a finical behavior. Its the strong reason that leads you to achieve something in your life. There are many types of motivation that can influence in you. These include the followingprimary coil or basic motivationThis type of motivation demand the person to certify self-importance presentation. This include needs to show hunger, warmth, sex, thirst, avoidance of agony and other primary motivation which can influence in the persons behavior.(articlesbase,2005-2008) auxiliary motiva tionThis type of motivation is known in psychology as learned motivation. It can be different from person to another. It can be describe as a persons own sense of values and ship canal to keep moving in life. Many behaviors in secondary motivation are conscious ones. That is, a person consciously put in his mind a fact goal or result and acts in a similar way that brings them closer to that particular goal. What drives them to do or perform the goal is the longing for something which they do not have. This agreeable of motivation falls into dickens basic types, outside and intrinsical motivation. (Articlesbase, 2005-2008)Extrinsic motivationExtrinsic motivation involves the concept of rewarded behavior. This come, by particular types of activities or playing in a particular manner, you are rewarded by a desired ended result. Extrinsic motivation comes from the surrounding areas of the person. (SchunkPintrichMeece, 2008)In teaching, teachers use this type a lot they use it b ecause they are obligated to. In schools, in that respect are many types of students who do not have motivation. These types of students have many characteristics such as shyness, be shitless from the teacher and other characteristics. here(predicate) come the persona of the teacher, the teacher support these students by using adventitious motivation. For example, if the teacher notices that one student is not participating with his congregation. Then, he can support him by showing him how to act positively in the group, rewarded him etc. inseparable motivationThese types of motivation are slight visible. infixed motivation is when you lack to do something (e.g. I requisite to write this report). intrinsic motivation is internal. It happens when people are compelled to do something out of happiness, importance, or desire. For example, a student is motivated to desexualise high pits (external motivation) but his desire to know about particular subject is intrinsic motiva tion. Getting high grades is the reward visible for other. For student, being able to master or being expert in a particular subject is a psychological reward for his desire to learn. (Pan, 2006)Intrinsic motivation can be described as invisible things overturn from your depth telling you that you moldiness perform the t anticipate which was assign to you. Intrinsic motivation differs from one person to another. Some students do not have the ability to express their thoughts, ideas and perspectives and here come the job of teachers. Teachers should provide their students with intrinsic motivation to achieve the determined goals. However, at that place are some students who have the ability to act positively inside the class room and old their intrinsic motivation surprise the teachers.Intrinsic motivation and motivation ground on extrinsic rewards are, to some degree, in competition with each other. castk has shown that under certain situations, offering extrinsic rewards fo r engaging in t begs real undermines intrinsic motivation. ( Stipek, 2002, p129)Principles of motivation learning strategiesThere are some basic dogmas of motivations exist that are appropriate to learning in any situation. According to Weller, (2005) the principles of motivations areThe students attention depends on the environment that can be used to focus on what needs to be learned.Teachers can make atmospheres that answer students to get persistent effort and positive attitudes toward learning. So the full teachers unremarkably get word to create warm and accepting environment that suffice students to be more motivated that provide make them learn better. I deem this strategy will be successful in both children and adults. fire visual tools, analogous pictures, posters, brochures, or practice tools, motivate students by capturing their low density and attention.Incentives motivate learning.Incentives contain tender rights and receiving admire from the teacher. The teacher decides an incentive that is credibly to motivate an individual at an exacting while. In a general, I withdraw without rewards in self-motivation, learning situation will not succeed. As you know each student must find satisfaction in learning based on the en veritableing that the goals are useful to them or, less commsolely, based on the pleasure of discovering raw things.Internal motivation is s even up-day lasting and more self-directive than is external motivation, which must be frequently reinforced by admire or concrete rewards.Some people, mainly children of certain ages and some adults, have little capability for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences qualityings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use whitethorn be followed by a refuse in internal motivation.Learning is most effective when an individual is ready to learn, that is, when one wants to know something.The teachers role some whiles is to encourage its development and sometimes the students readiness to learn comes with time. If a desired substitute in behavior is urgent, the teacher may need to supervise directly to ensure that the desired behavior happened. I pursue that a student may not be reliable in following instructions and in that locationfore must be supervised and have the instructions repeated again and again, if he/she is not ready to learn.Motivation is enhanced by the way in which the instructional real is organized.In fact, the information can be meaningful if the real organized to the individual. unity technique of organization includes relating new tasks to those already known. Other ways to expire meaning are to decide whether the persons being taught hear the final result desired and teach them to compare and contrast ideas.Theo ries of motivationMost of motivation theorists cogitate that motivation is related in the performance of all learned responses. This mean, a learn process cannot occur unless it is energized. The common question among psychologists is, whether motivation a primary or secondary influence on the assimilator behavior. Psychologists believe that motivation is associated with the learner behavior. (Huitt, 2001)There are many theories of motivation, learners use different types of theories to accomplish their goals but I focus on two of these theories include behavioral, cognitive etcBehavioralAccording to some psychologist, all process of motivation stands on the behavior of the learner. Actually the learner bring ins on the sequences, the learner put the sequences as the primer goal. For example, I want to get A in professional ethics. Since the learner determines this goal in his mind, he will live on that goal until he achieves it. (Huitt, 2001)A behavioristic psychologist desir e Skinner or Watson would stress the role of rewards in motivating behavior. In Skinners operant conditioning model, for example, human beings, like other invigoration organisms, will pursue a goal because they perceive a reward for doing so. A behaviorist would define motivation as the anticipation of financial support Reinforcement theory is a powerful concept for the classroom. Learners, like the proverbial horse running after the carrot, pursue goals in order to chance externally administered rewards p elevate, gold stars, grades, certificates, diplomas, scholarships, happiness, etc. (Brown, 2001, p 73)CognitiveThere are many motivational theories that follow their roots to the information processing nestle of learning. There was a theory called attribution theory, this theory implies that every learner tries to find a reason for success or failure of self and others. The learner tries to use some certain attribution to find out what was the wrong in his behavior. The attrib utions could be internal or external and it could be under control or not under control. (Huitt, 2001)In teaching environment, it is important to help the learner to develop a self- attribution for his behaviors. We have different types of students some students love to learn about anything and others are not. Otherwise, we should help the learner to make attributions. Being able to make attributions will raise the performance of the learner.When I move to the college, I see two types of learners. The root type is, when they get a high or low grade they make some kind of attribution like why did I get this grade, the teacher is not fair etc And others say, it was my fault, next time I will employment hard etc These attributions enable the learners to higher their performance and make some kind of follow up. Otherwise, attribution theory is important for both students and teachers and teachers should teach their students how to do attribution.Maslows hierarchy of needsAbraham Maslo w (1995-2009) is considered as the most influential writer in the area of motivation. Maslow divided the hierarchy of human needs into two groups deficiency needs and growth needs. In deficiency needs, the learner must move through the lower level onwards the focal ratio one. The eight levels are organized as the following orderphysiologicSafety/ securityBelongingness and loveEsteemCognitiveAestheticSelf- actualisationSelf- transcendenceEvery one of us is motivated by needs. The human being inherited the love of needs from thousands of years. Abraham Maslows hierarchy of needs help us to know how these needs motivated us.Maslow (1995-2009) says that we should indulge each need. We should arrive with the lower level and then move to the hurrying level. Consequently, if we are satisfy by the lower level of needs, we dont have to concern about the upper level. So its a kind of self enrichment.Literature go overThere are many researchers who study the motivation, the types of mot ivations, the theories of motivation, motivation of learning strategies, etc. I mention that some researchers who are Harter (1981) assumed that intrinsic and extrinsic motivation was negatively correlated. Generally speaking, extrinsic motivation means external originator based on the perceived locus of causality, which was suggested by Heider (1958), deCharms (1968/1983), and Deci and Ryan (1985). Lepper et al. (1997) nominate a decrease in intrinsic motivation with age, but no order of an increase in extrinsic motivation.MethodologyI distributed 20 questionnaires for the ADU effeminate students. My questionnaire include 10 questions, each question has 4 or 5 parts. Each student should select agree or differ about each logical argument. This questionnaire studies that ADU students motivation and does the ADU students motivated or not. I erect different result because I distributed my questionnaire to different students some students are in second year, some are in third year and other in forth year.Finding resultIn first part of my questionnaire, I run aground that 70% of the ADU students, when they study they practice saying the stuff and nonsense to themselves over and over but I rig 30% of students who dont agree with this relation. 70% of the students at ADU that mean our university have lots of students who take care for their studying and have motivation to review their material.I found that 65% of the students when studying for classes, they read their class notes and the be given reading over and over. I found that also 35% of the students who dont like to read their class notes. I cypher that each student should read his/her class notes over and over to be more familiar with this material and may he/ she understand it better.I found that 60% of the students ascertain key words to remind them of important concepts when they study but 40% of the students may dont have ability to memorize key words. It is important thing that students pun ctuate as potential as they can to memorize key words that will help them in their learning process. Students should try to motivate themselves by putting the aim in the front of their eyes.Also I found that 60% of the students when they study, they usually make lists of important words and learn by heart these words. I mean they memorize the lists. I found that 40% of the students who dont like to make lists of important terms and memorize it. As my experience I write a list of new vocabulary and I put it on the adit of my room. So when I want to go out I smelling at this list and I read these vocabularies. This way helps me to remember these vocabularies.In the second part of my questionnaire, I found that 60% of the students who agree with this statement I a great deal find myself questioning things I hear or read in this classes to make a decision, if I find them smooth-tongued but I found that 40% of the students who disagree with this statement. This statement applies on me, I very much find myself asking questions about what I hear and read in my classes.I found that 60% of the students who disagree with this execration When a theory, understanding, or conclusion is available in class or in reading, I try to make a decision if there is strong supporting evidence. I found that 40% of the students who agree with this sentence.I treat the mannikin material as a starting point and try to expand my own ideas about it. I found that 70% of the students who agree with this statement but I found that 30% of the students who disagree with this statement. I estimate this statement is completely true because If we treat the hang material from the beginning and try to value more and say our own ideas about it, that help use to learn and understand the argumentation material better. This way help students to be more motivated in all their take to the woodss materials.In third part of my questionnaire, I found that 65% of the students who take course m aterial that really challenges them so they can learn new things but I found that 35% of the students who dont care about this kind of material if it challenges them or not. Students who prefer material that challenge them, they have motivation to learn new things and get new information and data. I want to say for the 35% of the students you dont have intrinsic motivation so interest try to change your thoughts, determineings, ideas, etc about that and try to make intrinsic motivation in your heart.I found that 75% of the students who dont prefer course material that arouses their curiosity. I found that 25% of the students only who prefer course material that arouses their curiosity, even if it is difficult to learn. This result really overtakes me because most of students like to present over the new things and they have curiosity to know more things. The most of ADU students want to take the information or data without searching or tying to find it. They like to get it from t heir teachers. I think that also because some students dont have enough motivation that may help them to change their thought about that.I found that 80% of the students who agree with this statement trying to understand the subject area as thoroughly as possible is the most satisfying thing for me in classes but other students at ADU disagree with this statement. It is great percentage of the students who are trying to understand the content in classes.I found that 65% of the students when they have options, they choose course assignments that they can learn from even if they dont guarantee a suitable grade. I found that 35% of the students who dont.In fourth part, I found 85% of ADU students, the most satisfying thing for them right now is getting a good grade but other students dont care for getting a good grade, they just want to retrogress and finish courses as curtly as they can. I think that students should think about the grade and the pull ahead of the course at same ti me.I found 65% of students want to get better grades than most of other students but 35% of students dont want to challenge other students. It is a good thing that students at ADU want to challenge other students to get better grades. Students who have this thought, I think they have a good motivation of learning.I found that 70% of the students want to do well in the course because it is important to show their ability to their families, shoplifters, relatives, or others. I found that 30% of the students it is not important to show their ability to their families, friends, or others. I think that students who like to show their abilities to their families, friends, etc, they have motivation to study more to get good grades.In fifth part, I observe that 65% of the students believe they will happen an tenuous grade in the class and 35% of the students dont agree with this believe. This believe is completely true and all students should agree with it. I think that when students pu t in their mind that they are good students and they can get an excellent grade, they will get it because they have intrinsic motivation and they encourage themselves.I found that 50% of the students agree and 50% of the students disagree with this statement Im certain I can understand the most difficult material obtainable in the readings for the course. I wished that find more than this percentage because students should encourage themselves to modify the difficult material and try as much as they can to understand this material.I found that 75% of the students confident they can understand the essential concepts taught in the course. I found that 25% of the students dont confident they can understand the essential concepts.I noticed that 50% of the students confident they can understand the most complex material obtainable by the teacher and 50% of the students not. I think that 50% of students who cannot understand the material, they should ask their teacher and please each stu dent should not be shy.I found that 70% of the students confident they can do an excellent live on on the assignments and leavens in the course and other students at ADU dont agree with that. This point let us to know there are many motivated students at ADU because they usually try to do the best to get a good job on the assignments or tests in any course.In the 6th part, I found that 55% of the students when they take a test they think about how poorly they are doing compared with other students but I noticed that 45% of the students dont think about that. This thought appears from non-motivated student. He/she usually afraid about the tote up and he/she think that he/she gets low score than other. So each student should try to change this thought and be more motivated.I found that 80% of the students when they take a test they think about the items on other parts of the test they careen upshot and 20% of the students dont care about that. I am sure students who think like t hat, they will face difficulty to answer other questions because all their thought will be with the parts they cant answer it. This also will effect of the score because most of time they will waste for thinking about the difficulty of the some questions. 80% of the students is a big percentage and we want to decrease it. The motivated student only can deal with this problem because he/she usually dont think like other students.I noticed that 55% of the students, when they take test also they think of the consequences of failing and 45% of the students dont think of consequences of failing. This thought is also not true because it may make students looking at vex and disappointment to pass in the course.I found that 60% of the students at ADU when they take an exam, they dont feel upset but there are 40% of the students have an uneasy, upset feeling when they take an exam. I think that is good to get like this percentage of the students at ADU. That thing helps students to get goo d marks in an exam because they dont feel afraid and upset.I noticed that 65% of the students feel their heart breathing fast when they take an exam but 34% of the students dont. This feeling may dont let students to answer appropriately the questions even they know the answer. Sometimes I feel like this feeling specially when I dont prepare enough for the exam but we should try to deeper breathe in advance the exam time and say to ourselves we will answer all questions without any afraid and we will get a good marks. We should motivate ourselves.In the seventh part, I found that 80% of the students usually study in a place where they can concentrate on their course work and 20% of the students study anywhere. This factor is effect on learning process. Some students prefer to study in open places such as park, garden, sea, etc. I think that like these places where can help students to comprehend and understand better.I found that 55% of the students dont make good use of their stu dy time but there are 45% of the students make good use of their study time. As you know time is very important to make everything good especially at learning process. If you manage your time appropriately, you will get what you want in the appropriate time.I found that 50% of the students agree and 50% of the students disagree of this statement I get it hard to stick to study schedule.I found that 75% of the students have a usual place set aside for studying and 25% of the students dont like to set in one place for studying.I found that 55% of the students make sure they continue with the weekly readings and assignments for their courses but there are 45% of the students dont.I found that 75% of the students are present at class frequently but 25% of the students at ADU dont.I noticed that 70% of the students rarely find time to review their notes or reading before an exam. There is 30% of the students find time to review the notes before an exam. I think that each student will at manage his/her time to get a chance to review his/her notes before an exam but unfortunately 70% of students who didnt try to organize their time accuracy.In the eighth part of my questionnaire, I found that 65% of the students often feel so senseless or bored when they study that they lay off before they finish what they planned to do but others dont feel lazy or bored about that.I notice that 75% of the students work hard to do well even if they dont like what we are doing. The 25% of the students dont work hard especially if they dont like what there are doing.I found that 65% of the students agree and 35% disagree with this statement When course work is hard and difficult, I quit or only study the easy parts. I suggest for each student to try as much as her/she can to simplify the difficult part by asking his/her instructor or friends and dont ignore the difficult thing because may it will coming in his/her an exam.I found that 70% of the students, when course materials are du ll and uninteresting, they manage to keep working until they finish.In the 9th part, I found that 70% of the students, when studying for a class, they often try to clarify the material to a colleague or a friend but 30% of the students dont.I noticed that 55% of the students usually try to work with their colleagues or other students to complete the course coursework or preparedness and 45% of the students dont like to work other students to complete assignments. They like work alone and they dont need others help.I found that 60% of the student at ADU when studying for a class, they dont to set aside time to discuss the course material with a group of students from the class. I found that 40% of the students often set aside time to discuss the material with a group of the students.At the final part, I noticed that 85% of the students, even if they have difficulty of learning the material in a class, they try to do the work on their own, without help from anyone. I found that 15% of the students only who try to do the work with help from others if they have difficulty of learning the material in a class.I found that 80% of the students ask the instructor to clarify concepts they dont understand well and 20% of the students dont ask the instructor about that may they fill of ask their friends or not. I think students should ask the instructor.When I dont understand the material in a course, I ask another student, in this class for help me to understand by this statement 50% of the students agree and 50% of the students dont agree. Some students at ADU like to deal with their colleagues if they want help but 50% of the students dont like to ask others to help them.I found that 60% of the students try to identify students in their classes whom they can ask for help if necessary but others dont.As you see I found some students at ADU who motivated more than others. aft(prenominal) I get this result I write some pass for both teachers and students.CONCLUSIONTo summarize, the motivation can play roles in learning process. Motivation is appropriate tool to achieve your goals so we should give us a motivation to do thing whether it is difficult or not. Also, motivation is the power to do thing as soon as possible.I think that if you dont have intrinsic motivation that comes within, you will dont also has extrinsic motivation.RecommendationsAt the end, I want to give teachers, designer of protocol and students some recommendations.For teachersTeachers should try to motivate their students by using different techniques that may help them to show their abilities and skills, for example, if the student make mistake, the teacher shouldnt punish him/her because the punishment may affect negatively on his/her feeling and attitude. This thing will let student to be passive rather than active and he/she doesnt want to share his/her ideas, thoughts, feelings, etc.Teachers should make different activities that make learning fun and interesting. So that will help students to be more motivated to learn and attend the class regularly.Teachers also should give students freedom to express their ideas, thoughts, etc because this thing may increase a will to learn.Teachers should start their class by smiling because students will be more comfort and happy to take this course with teacher like that. Also, teachers who more active and interest in the class, will help students to be more motivated.I notice that ADU students feel disappointment if the score of the first exam is bad so I recommend the teachers to give a chance for improving their scores such as makeup that includes (another quiz, assignment, homework, etc).For studentsStudents should be motivated in the learning process and their daily life.Students should read their class notes and the course reading over and over to be more motivated in the classroom.Students try to choose that arouses their curiosity, even if it difficult to learn.If the student doesnt have motivation, he should try to do something that will help him/her to be motivated, for example, put some aims that he/ she should achieved.