MODULE III

INSTRUCTIONAL
TECHNIQUES

CHAPTER 1
MOTIVATING TECHNIQUES
Comparison of Intrinsic Vs. Extrinsic Motivation
LOVE OF LEARNING/INTRINSIC
Assumes the learning activity itself is
satisfying
Transferable to other context and
situation
Can take time to support and
cultivate
Primarily process-focused
Implies that the learning or task
itself has value and meaning
Natural condition
Has long-term benefits
Promotes a mentality that is useful
when transferred the context of
building relationship

DESRE FOR REWARD/EXTRINSIC

Assumes than an extrinsic motivator

is necessary
On transferable outside the context
that the reward is present
Can be relied upon after only a short
period
Primarily product-focused
Implies the learning or task is a
mean to an end (the reward)
Manufacture condition
Benefits are short-term
Promotes a mentality that may
hinder the inclination to invest in the
relationship-building process

COMMON CLASSROOM MOTIVATIONAL STRATEGIES

GROUP A: MOTIVATION STRATEGIES THAT COULD BEST BE
CHARACTERIZED AS EXTRINSIC/ OR EXTERNAL
FORM/STARTEGY
ADVANTAGES
DISADVANTAGES
GRADES AND REWARD
Tangible, familiar,
Shift focus away from
motivating to students
learning goal. Increased
who value them. Similar
level of the
to monetary motivator
reinforcement may be
in the they work as
necessary to maintain
reward.
effect. Can rob student
of intrinsic sources of
motivation
Incentives
Can be useful to defined
Can lose their value
value outcomes or
over time if used
processes. Helps clarify
repeatedly. Student
the focus of the effort
may expect them after
a while
Personal praise
Feels good. Works to
Can be addictive. Can
make students word
reduce students

Punishments, shaming
and threats

Phones calls home

Paotic Recognition

harder. Word in shortterm

Works in the shortterm. Motivates
students who are used
to that techniques. Can
help clarify the
boundaries in a class.
Can alert parents to
patterns of which they
may not have been
aware. Demonstrate a
commitment to the
student success.
Positive calls can have a
profoundly outcomes

Can reward behavior

and effort that may not
be rewarded by peers.
Feels good to recipient

internal locus of control.

Can be manipulative
Can promote student
merely avoiding getting
caught. Does not inspire
high quality behavior.
Can create hostility and
resentment
Sends the messages
that the teacher may
not be to handle the
student alone. Parents
may not be helpful, may
be the cause of
problem, or be enablers
of the problem. Act as
public shaming. Can
appear as a sign of
weakness
Can reinforced preexisting haves and
have-nots. Requires
consistency and thought