Instructor's+Role

WHAT IS THE INSTRUCTOR'S ROLE IN MOTIVATING LEARNERS?
Do you believe you have a classroom spotted with “unmotivated” learners? Some instructors argue that there is no such thing as an unmotivated learner. If we consider that point of view, which assumes that all learners __are__ motivated, then instructors just have to tap the well of energy, curiosity and need that reside in each person and learning will occur. However, it may be quite reasonable to also assume that the willingness to act is __a potential within each__ individual. It is not realistic to expect that each student understands the value and utility of what is to be learned, just as it is naïve to assume that our learners are equally confident in their ability to succeed, and that all of them feel comfortable in the classroom environment. Simply put, all types of learners represent a different and complex set of feelings, attitudes and skills. Their levels of motivation vary in response to new learning experiences that occur in our classrooms. As an instructor, you play a pivotal role in determining the quality of the classroom learning experience that occurs. You can also influence, to a fair degree, a learner’s //**level**// of motivation. **Here are a few factors that you and I as instructors can assume to be true:**


 * Effective motivation is primarily intrinsic (learner supplied).
 * Instructors can stimulate interest in the subject.
 * Learners need to find value in learning the subject to sustain learning.
 * Instructors play an important part in helping students' set appropriate expectations that they can be realized.
 * It is important to set an optimal level of difficulty. __//Learning must be challenging but do-able.//__
 * Every lesson and course needs motivational strategies.

ENCOURAGE ~ INSPIRE ~ MODEL ~ GUIDE

** Using Praise and Rewards Effectively: **

//**Praise**// is defined in Webster's Dictionary as follows: __//'to express approval or admiration; to glorify; approval of merit; commendation'.//__ Be careful when using praise in the classroom. According to R.Wlodnowski, the following are __**ineffective**__ uses of praise:
 * mercy praise - to raise the morale of a student who is struggling
 * snob praise - will be seen as condescending and lacks specificity
 * puppet praise - seen as manipulation, may be given to intentionally mirror the instructors views
 * jabber praise - given too often and without merit, has no value
 * awkward moment praise - when the instruction is unsure of a response to a student who is excited about his/her work
 * terminator praise - given as a means to end a conversation

//**Reward & Punishment**// - "If you reward something, you get MORE of the behaviour you want, if you punish something, you get LESS of the behaviour you want..." (D.Pink, 2010)

Is this statement accurate??
Check out this excellent clip from Daniel Pink, as he talks about the assumptions that have been made with regards to the uses of rewards & punishments in the workplace (or classroom). Traditional rewards may not actually be as effective as we think... Enjoy!!

media type="custom" key="12666618"