MOTIVATION and EMOTIONS

Transcription

1 MOTIVATION and EMOTIONS Ulla Salomäki, EBC, Erasmus+ IST Course on Action Methods Improving Motivation and Quality in the Learning Situations, PortugaL

2 Motivation Lifelong Learning Programme (LLP) Since Priorities of the 2007 General Call for Proposals (EAC/61/2006) has included: Wishes the development of skills necessary to implement team-teaching and other collborative working methods Wishes the development of in-service trainings designed to increase the pupils motivation, particularly for the pupils at the socio-economic disadvantage

3 Motivation - ANIMATION Act of encouraging, motivation, involving, empowering and engaging real human beings. The word derives from the Latin anima which means life or soul and thus stands literally for the act of giving life or spirit to someone or something or a state of being alive.

4 The Modern Theory of Motivation By Edward L.Deci and Richard M.Ryan, University of Rochester Motivation = intention oriented behaviour Intentional behavior can be self determined or controlled

5 The needs that are in the basis of Self Motivation and Personality integration 1) The needs for competence 2) The needs for relatedness 3) The needs for autonomy

6 What can I do to motivate my students to learn? The tricks and recipes won t work! INSTEAD Wide understanding of motivation, emotions and cognition

7 Exercise 1. Peter (a pupil) comes to you and says: I don t have time to do the homework. What do you assume? How do you help Peter?

8 Actually Peter s real problem is Peter has created a mental block for studying because of the frequent happenings in the group work situation. He has not understood the task and the other pupils have said he is stupid and they don t want him to be in the group.

9 Our aim should be helping the other At first we have to listen? Peter, tell me what has happened? * Pay attention to the emotional dynamics? * Establishment of a trusting relationship * Avoidance of interpretations I understand how you feel I understand what you are going through.

10 Time management OR Energy management

11 Negtive emotions affect all our mental processes from the most elementary to the most complex intellectual and complex processes.

12 Emotions All the emotions are ok All the behaviour is not ok Thinking affect emotions and the emotions affect the thoughts

13 Exercices 1. List of emotions 2. Emotional story 3. Feeling dices 4. Feeling roles

14 Traffic lights of emotions RED: red light is STOP! Come down, recognise your emotion ( anger, fear etc) but don t react immediately. Don t do anything until your strong emotion is over. Breath deep, drink a class of water, go out for a moment etc YELLOW: yellow is WAIT! When your brains start working so that you can think something else but your feelings, wait and think. What are the different ways to behave in the situation? What could be the best option? GREEN: green is ACT! Only when you have had time to think in peace, choose the best way to act and try it.

15 Integration of emotional competencies in the learning process by Chabot and Chabot Managing the emotions that are harmful to the learning process Stimulating the emotions that are favourable to the learning process To feel good during the learning process To really feel the class subject being learned Personal profiles

16 Positive effects of empathy Description Positive effects of an empathetic and compasionate teacher on a student Favors academic success Stimulates the brain and favors positive emotions Empathetic teachers contrubute to the students academic success Empathetic individuals show an increase in the activity of the left prefontal lobe Improves communication Improves the resolution of conflicts Improves the quality of relationships Improves the understanding of others needs and difficulties Empathetic individuals have no problem getting along with people from different backgrounds or from different cultures Empathetic partners are more able to detect the other s emotional signs and thus, can intervene more efficiently in their relationships Partners feel better understood and receive better assistance from their partner when h/she is more empathetic Empathetic people are better able to seize others difficulties and problems and can provide better assistance.

17 Four main ideas to be taught to children and young people: Feelings are important signals They can arise from inside our body or they can come from outside as a signal from someone else, and they provide very important information All feelings are okay behaviour can be okay or not okay To separate feelings from the behaviour What kinds of behaviours are okay or not okay Feelings are just part of us they arise and we need to look at them

18 You can not think until you are calm Child must calm down first to see clearly what s happening and then see what to do about it What action should be taken about the emotion? Decreasing the intensity of the emotion Treat others the way you want to be treated To invoke taking the perspective of others These four fundamental guidelines are repeated over and over again. Mark Greenberg in Daniel Goleman s Destructive Emotions and How We Can Overcome Them. 2003:

19 What Decreases Motivation? Control oriented learning environments Prolonged stress and tension Too challenging tasks Too easy tasks Belittling, humiliation and unfair treatment Continuous competition

20 How to Increase Motivation Increase pupils autonomy Give possibilities for participation in school Create informal learning environment and use exciting environments Pay attention to the things the pupils are naturally interested in and to their natural competences Give positive feedback when the pupils are motivated intrinsically

21 Feelings don t kill BUT If you don t feel you might kill

22 References Chabot,D and Chabot M (2004) Emotional Pedagogy, To feel in order to learn, Trafford Publishing, Canada Deci,E.L, and Ryan, R.M (2000) Self-Determination Theory and the Faclitation of Intrinsic Motivation, Social Development and Well-Being, American Psychologist, VOL.55.No 1 Sansone, C & Harakiewicz,J.M, eds. (2000) Intrinsic and Extrinsic Motivation. The Search for Optimal Motivation and Performance, Academic Press