MY MOTIVATIONAL STRATEGIES 4 3 2 1

1. SUPPORTING LEARNING
a. I mentally review my classes each
day in order to anticipate academic
or behavioural problems.
b. I break complex tasks into simple
steps.
c. I restate and/or rephrase questions
so that my pupils can understand
and give better answers.
d. I make student tasks moderately
challenging in order to engage
pupils' attention and enhance their
mental/physical skills.
e. I provide time to assist pupils who
are falling behind their classmates
in learning language, maths,
science, and other fields.
f. I convey a sense of enthusiasm when
presenting a task.
2. ESTABLISHING RELEVANCE OF CONTENT
a. I narrate relatable and relevant
stories or current events that
demonstrate, illustrate or explain
my lesson more clearly.
b. I give hints, clues and open-ended
statements that lead my pupils to
the right answers to my questions.
c. I relate the topic/s being
discussed to my pupils' lives
outside the school.
d. I encourage my pupils to ask
questions or raise clarifications.
e. I tolerate my pupils' noise to a
certain extent during discussion or
activities as long as their noise
is a result of their engagement
with our topic.
f. I stand and move around during
discussions, vary my voice pitch
and tone, use hand gestures, and
make eye contact with my pupils for
them to understand how engaged I am
with the topic.
3. PROVIDING ENCOURAGEMENT FOR FUTURE
GOALS
a. I attribute my pupils' successes to
their efforts in order to increase
their self-esteem.
b. I specify and acknowledge what my
 pupils did to achieve success.
c. I ask my pupils about their life
goals and encourage them to set
milestones that they can achieve in
order to attain their bigger goals
in life.
d. I encourage my pupils to set
realistic, yet challenging goals
that may be long- or short-term
that can improve their learning.
e. I convey my own confidence and
trust in my pupils' abilities to
succeed in learning in ways that
they notice and recognize.
f. I tell my pupils to focus on
learning rather than be fixated on
their scores or academic
performance. I also view grades as
indicators of learning rather than
reflections of actual pupil
academic ability.
4. LINKING CONTENT AND LEARNERS'
INTEREST
a. I encourage my pupils to bring in
personal items related to our
topics.
b. I talk informally with my pupils
about their interests before,
during, and after our lessons.
c. I speak to my pupils individually
to ask about their goals and extra-
curricular activities.
d. I use humour that they can relate
to or understand when discussing in
order to strengthen whatever they
are learning.
e. I tailor the content of our topics
to accommodate my pupils'
interests.
f. I begin my discussions with my
pupils' interests and talents on an
academic, personal, and social
level.
5. TREATING THE LEARNERS AS UNIQUE
INDIVIDUALS
a. I provide a classroom learning
environment that makes them feel
safe from physical or emotional
harm.
b. I create a learning environment
 that allow them to understand that
mistakes as parts of the learning
process.
c. I know my pupils' names, and call
them by their first names during
discussions or activities.
d. I greet my pupils with a smile in
and outside the school.
e. I listen carefully to my pupils'
questions, reactions, opinions,
clarifications, answers, or even
problems; and I consider their
suggestions seriously during our
discussions or activities.
f. I treat my pupils fairly and
equally, and value them as persons
who contribute something new to my
own learning.
6. DEVELOPING LEARNERS' VALUES
a. I set high, but achievable
standards of excellence in our
different subjects.
b. I connect my pupils'
accomplishments with values that
they develop as they perform tasks.
c. I give clear rules in the classroom
regarding discipline.
d. I discuss the rationale behind
classroom discipline rules in order
for my pupils to understand the
reasons for their proper behaviour.
e. I enforce classroom discipline
regularly and consistently.
f. I have relaxed some of my rules on
discipline for a time when variable
instances needed understanding,
empathy and compassion more than
discipline.
7. STRENGTHENING LEARNERS' COMPETENCE
a. I provide opportunities for
cooperative learning.
b. I encourage my pupils to take
initiative during our activities.
c. I allow a measure of autonomy and
independence for my pupils during
group work.
d. I encourage creativity rather than
exert control over my pupils'
tasks.
e. I respond positively to my pupils'
 incorrect answers and identify the
correct parts of their answer.
f. I attribute ownership of ideas to
pupils who have generated novel
ideas.

LEARNING BEHAVIOURS OF PUPILS 4 3 2 1

1. SUPPORTING LEARNING
a. I can observe that my pupils are
more attentive and behaved during
my topic presentations.
b. I can observe that my pupils are
able to perform their tasks step by
step.
c. I can observe that my pupils are
more willing to recite and
volunteer answers to my questions.
d. I can observe that my pupils are
enthusiastic and engaged in our
activities.
e. I can observe that my pupils who
have difficulty learning are
displaying marked improvement in
their areas that need improvement.
f. I can observe that my pupils share
my own enthusiasm about learning
new things during our classes.
2. ESTABLISHING RELEVANCE OF CONTENT
a. I can observe that my pupils can
demonstrate, illustrate or explain
topics either directly or
analogically to a greater extent
than usual.
b. I can observe that my pupils give
better answers during recitations
or examinations.
c. I can observe that my pupils
recognize how their own lives
relate to our topic/s.
d. I can observe that my pupils are
becoming more willing to ask
questions or raise clarifications.
e. I can observe that my pupils become
noisy during activities but are
responsive when I ask them to
minimize their noise.
f. I can observe that my pupils listen
intently when I stand and move
around during discussions, vary my
 voice pitch and tone, use hand
gestures, and make eye contact with
them.
3. PROVIDING ENCOURAGEMENT FOR FUTURE
GOALS
a. I can observe that my pupils are
more confident when performing
tasks/activities.
b. I can observe that my pupils repeat
habits that gave them better
outputs.
c. I can observe that my pupils
already have an inkling about what
they want to be in the future.
d. I can observe that my pupils are
willing to take on challenging
tasks.
e. I can observe that my pupils
appreciate how I recognize their
efforts and abilities.
f. I can observe that my pupils
display improvement in their scores
and grades.
4. LINKING CONTENT AND LEARNERS'
INTEREST
a. I can observe that my pupils often
bring in personal items related to
our topics.
b. I can observe that my pupils
respond to me when I talk to them
informally.
c. I can observe that my pupils share
to me their life-goals and extra-
curricular activities.
d. I can observe that my pupils
appreciate my use humour and
attempt to duplicate it when
presenting ideas or tasks
themselves.
e. I can observe that my pupils
integrate their interests with our
topic.
f. I can observe that my pupils have
newfound interests in their skills
and talents.
5. TREATING THE LEARNERS AS UNIQUE
INDIVIDUALS
a. I can observe that my pupils never
or rarely display aggressive,
violent or bullying behaviour or
 actions.
b. I can observe that my pupils are
more understanding of mistakes
during their tasks.
c. I can observe that my pupils
appreciate my personal knowledge of
them.
d. I can observe that my pupils
respond with a greeting and smile
when I greet and smile at them.
e. I can observe that my pupils give
meaningful, or at least
understandable questions,
reactions, opinions,
clarifications, answers, or even
problems more willingly and
frequently.
f. I can observe that my pupils are
becoming more behaved and
responsible and treat one another
more fairly.
6. DEVELOPING LEARNERS' VALUES
a. I can observe that my pupils exert
effort to meet our subjects'
standards.
b. I can observe that my pupils behave
appropriately as they perform their
given tasks.
c. I can observe that my pupils obey
the rules in the classroom
regarding discipline.
d. I can observe that my pupils have
understood the rationale behind
classroom discipline rules
explaining the need for their
proper behaviour.
e. I can observe that my pupils
display consistently good
behaviour.
f. I can observe that my pupils can
display understanding, empathy and
compassion when the need arises.
7. STRENGTHENING LEARNERS' COMPETENCE
a. I can observe that my pupils help
one another to learn.
b. I can observe that my pupils take
initiative during our activities.
c. I can observe that my pupils can
autonomously and independently work
with minimal supervision.
d. I can observe that my pupils are
more creative in their tasks.
e. I can observe that my pupils can
restate their answers or replies
more correctly.
f. I can observe that my pupils
consistently try to come up with
ideas about their activities.