The document discusses various topics related to intelligence including definitions of intelligence, intelligence quotient (IQ) tests, factors that influence intelligence development, IQ classification, and characteristics of mentally retarded and gifted children. Some key points include: - Intelligence is the ability to learn, understand complex issues, solve problems, and think rationally. IQ tests measure intelligence relative to others of the same age. - Factors like heredity, environment, health, socioeconomic status can influence intelligence development. - IQ ranges include below average (80-95), average (100), and above average (110-120). Mentally retarded children have IQs of 50-70. - Characteristics of mentally retarded

1. LANGUAGE DEVELOPMENT
• Language is system of symbols and rules that is used for
meaningful communication.
• Language is a system for expression of thoughts, feelings,
ideas etc. by use of spoken sounds and symbols. E.g.
reading, gesturing ,speaking, etc.
• Language is a system of grammatical rules and meaning
that make speech meaningful.

2. CRITERIA FOR LANGUAGE
A system of communication has to meet the following criteria to be
considered as a language:
Uses symbols; these are sounds, gestures or written characters that
represent objects, events and ideas.
Is meaningful; therefore understood by others.
Has rules that govern how symbols can be arranged
Is generative; symbols can be combined to produce an infinite
number of sounds.

3. USES OF LANGUAGE
Possessing a language is an essential human trait; normal humans
speak, but non-humans do not speak. Language is important in the
following ways:
1. Is crucial tool for learning because it is used in instructions.
2. Cognitive development/achievement depends closely on the
mastery of speech.
3. Learners use it to display their learning; it is a key factor in the
teaching/learning process.
4. It makes life interesting-[ music, poems, drama, etc.] in
entertainment

4. USES OF LANGUAGE …
5. A major part of a child’s learning [at home, neighborhood, school,
mass media] depends on language which is the basis of social
communication.
6. Is used for commercial transactions.
7. Is a medium for learning most skills and knowledge.
8. Is used for legal purposes.
9. Used in expression of thoughts, feelings, ideas, etc.
10. Used for literacy purposes.

5. PROCESS OF LANGUAGE DEVELOPMENT
Language is acquired in stages and each stage builds on the previous
achievements. Learning a first language is something every child does
successfully, in a few years and without the need for formal lessons.
The sequence of language development is as follows:
1. Crying. While the baby is in mother’s womb, by 5 months it can
produce a thin cry sound. It can fully cry loud at birth.
2. Cooing sounds. 0-3 months baby produces soft low sounds
3. Babbling sounds. 4-6 months baby makes babbling sounds before
beginning to say actual words; produces sounds that resemble many
languages like “mmm, baa, too”, etc

6. PROCESS OF LANGUAGE DEVELOPMENT …
4. Holophrase. 7-11 months baby utters simple single words like
“mama, baba, toto, food, etc.
5. Telegraphic speech. 12-24 months baby has language that is like
telegram; it contains no articles or preposition. Baby make 2-3 word
sentences. E.g. “Give food.” “Mama go.” “Dad come.”
6. Refined sentences. 2-3 years child is able to make sentences with
tenses and plurals.

7. THEORIES OF LANGUAGE ACQUISITION
A] Reinforcement Theory by B. F. Skinner.
• Suggested that children learn language through the process of
reinforcement.
• He emphasis that environment influences child’s language
development.
• Through the systematic reinforcement of children’s behaviour adults
cause children to acquire different skills.
• Parents condition their children to talk through reinforcement by
getting delighted/talking back/smiling, etc. when child babbles.

8. THEORIES OF LANGUAGE ACQUISITION …
• When the child says something close to ‘milk’, it is given milk and it
does not have to cry for milk.
• Skinner says that children learn language by repeating those
behaviors which lead to a positive result from the people around
them.
• Children who are rewarded either through smiles, excitement or
verbal feedback are helped to acquire the ability to speak.
NB this theory has support in the fact that deaf children eventually stop
producing various sounds due to lack of reinforcement or rather failure
to hear the parents or even themselves.

9. B] Social learning Theory by Albert Bandura
• Suggests that children acquire language through observation and imitation
of the adults around them.
• Children will imitate even without reinforcement. E.g. when parent says,
“these are baby’s clothes.” child imitates “baby clothes.”
• Parents tend to expand on children utterances. E.g. if a child says: “mama
maziwa.” the mother will most likely say “unataka kunyua maziwa.”
• Social learning theory emphasis on the role of observation, modeling and
imitation in the process of acquiring language.
• When parents expand on children utterances, it encourages children to add
more words.

10. Social learning theory …
• Both observation and imitation play a role in speech production but
do not sufficiently account for language learning.
• Adults do not put a lot of emphasis on correctness of grammar, but
on the meaning.
• Social learning theory has support because children who stay isolated
most of the time may take longer to learn language, while those
isolated from humans may fail to acquire language.

11. Social Learning theory and Reinforcement theory
• The two theories emphasis on the following:
-models
-exposure
-Reward/reinforcement
-expansion
• To facilitate language development babies need to:
 be talked to
 be listened to
 get questions answered
 Exposed to correct language [avoid bad talk when with children]
 be read to stories

12. C] Innate (inborn) Theory by Naomi Chomsky
• Suggest that the human brain is programmed to enable individual
create and understand language.
• The human brain is equipped with a language acquisition device
[LAD].
• The LAD is not specific to any language, but it gives capacity to
convert sounds the child is exposed to and also generate new sounds
not heard before.
• A child can learn any language they are exposed to.

13. c)Innate (inborn) Theory by Naomi Chomsky….
• LAD depends on mature cells in the cerebral cortex of the brain.
People whose left side of the brain [location of cerebral cortex] is
damaged have language problem.
• Language problem will occur if the brain cells fail to mature.
• Ability to generate new sounds [words] enables a child to describe
situations/objects not encountered before.
• There is an aspect of genetics in learning language.

14. Observation on language acquisition
a) Children start to acquire language by vocalizing or make sounds at
random. The vocalization is universal.
b) Children exposed to good models and other children learn faster.
c) There is a sex difference in language acquisition: girls learn faster
and have a wider vocabulary than boys at the same level.[ends @ 6]
d) There is a link between language and intelligence; children of
normal intelligence speak faster than those with sub-normal
intelligence. Mentally retarded children do not acquire a language.
e) True expressive language starts at the age of two years.
f) Comprehension of language is five times wider than production.

15. FACTORS THAT INFLUENCE ACQUISITION OF LANGUAGE
1) Degree of maturity of the nervous system, the brain and the muscles
concerned with speech (tongue, vocal chord larynx).
2) Exposure to meaningful verbal experiences.
3) Level of intelligence.
4) Family history of language delays and difficulties.
5) Quality of hearing.
6) Inadequate opportunity for speech- e.g older talking for younger.
7) Stuttering [signs of nervousness].
8) Encouragement.
9) Practice.

16. Language implication to learning
1) Verbal mediation is necessary in all intellectual activities and it depends
on the individual’s language development.
2) Encourage play because it helps in the development of language.
3) Expand on word usage and meaning; encourage conversation where
adults introduce new words as a way of enriching meaning and
vocabulary.
4) Teachers should be sensitive to diversity and individual differences in
language achievement; hence repeat instruction using different words
5) Teacher should encourage questions that require more than yes or no
answer. [use open-ended questions instead of closed questions]

17. How to enhance/foster language development of a child
a) Singing simple songs with them, practice call and response
activities.
b) Tell simple stories that involve children responding.
c) Read favorite stories over and over and let the child tell them to
you.
d) Facilitate dramatic play situations.
e) Encourage interaction among children. E.g debates, discussion,
f) Ask open-ended questions.

18. END OF LESSON
• THANK YOU

19. Intelligence
Learning outcomes:
• Definition of intelligence.
• Describe factors that influence intelligence.
• Explain history of intelligence tests
• Explain purpose served by intelligence quotient [IQ] tests.
• Disadvantages of IQ tests.
• Mental age and IQ.
• Describe characteristics of mentally retard children.
• Describe characteristics of gifted children.
• Importance of the knowledge about intelligence levels.

20. INTELLIGENCE
Definition of intelligence:
• Intelligence is the ability to learn quickly, understand complex and
abstract issues, solve problems etc.
• Intelligence is capacity to act purposefully, think rationally and deal
effectively with the environment
• Intelligence is the capacity to acquire and apply knowledge.
• Intelligence is ability to grasp relationships, analyze facts particularly
abstract facts with alertness and accuracy, exercise practical wisdom
in seeking solution to various problems.

21. Intelligence Quotient Tests [IQ test]
• They begun with Alfred Binet in France 1905; and are aimed at :
determining the level of individual’s intelligence relative to others in
same age group.
Gauging individual’s mental aptitude or mental capability NOT how
much one knows.
• IQ tests contain items on issues not taught in class like:
-judgment -reasoning
-memory -comprehension
-ability to pay attention -problem solving

22. Intelligence Quotient
• Intelligence quotient is a ratio of the mental age to the chronological
age (actual age) of an individual and shows the rate of mental growth
• I.Q. can be obtained by dividing mental age by chronological age and
multiply by 100. e.g a child with I.Q of 100 has mental ability of
average while a child with I.Q of 110 has mental ability above average
• A child with I.Q of 80 has mental ability below average.
• The formula for calculating I.Q is [mental age/chronological age x100]
mental age x 100
chronological age

23. Calculate I.Q
• If a child of 10 years old is able to do mental tasks done by children of
ten years old. What is the child’s I.Q?
solution: mental age is 10 years, and chronological age is 10 years.
I.Q = mental age x 100 10 x100 = 100
chronological age 10
- the child has average ability
• If a child of 10 years old is able to perform mental tasks done by
children of 14 year old. What is the child’s I.Q?

24. Calculating I.Q …
Solution: mental age is 14, chronological age is 10 years.
I.Q = mental age x 100 = 14 x 100 = 140
chronological age 10
-child has above average ability
• If a child of 12 years old is only able to do mental tasks done by
children 10 years old. What is the child’s I.Q?
I.Q = mental age x 100 = 10 x 100 = 83.3
chronological age 12
-child has below average ability

25. Purpose of Intelligence Tests
• Intelligence tests are administered to serve the following needs:
To identify children with special needs.
For promotion of learner from one level to another.
For prediction of academic achievement.
To assist in vocational counsellors.
To identify pupils with learning problems/symptoms such as:
-anxiety, frustration, emotional disturbance, disruptive behavior,
retardation, underachievement, etc.
For grouping learners according to their abilities.

26. Disadvantages of I.Q Tests
1) Test items used may not be suitable and hence distort the actual
ability of the candidate.
2) Conditions under which the test is taken might be inappropriate.
3) The investigator may be biased.
4) Psychological, mental, health etc states of candidate might be poor
at the time of the test, and hence influence performance.
5) Faulty or improper administration of the test can affect the
individual performance.
6) Test may not consider socio-cultural differences.

27. FACTORS THAT INFLUENCE THE DEVELOPMENT OF
INTELLIGENCE
1) Heredity refer to genes inherited from parents; parents with high IQ tend
to have children with high IQ.
2) Environment can stimulate expression of intelligence or suppress
intelligence to the extend a child tends to shows retarded intellectual
development.
3) Mental age. Intelligence increases with mental age until 22 years when
mental maturity is attained. Thus intelligence is low during early years
and fully achieved at age 22 years.
4) Health and physical development. Prolonged ill-health during childhood
may result in retarded intellectual development. Inflammation of
central nervous system may affect brain development and thus
intelligence

28. FACTORS THAT INFLUENCE THE DEVELOPMENT OF
INTELLIGENCE
5) Culture. Cultural beliefs dictate our eating habits. Culture and
customs encourage or discourage consumption of certain foods.
Excess consumption of fats, refined sugar and red meat destroy soft
body tissues like brain
6) Socio-economic status. When families cannot afford balanced diet
food for their growing children, they may suffer kwashiorkor,
marasmus, etc. This can result in retarded intellectual development
7) Home interaction. Behaviour among family members can be
stressful or supportive for child’s mental development [intellectual]. A
supportive and warm home interactions encourage exploration,
curiosity and self-reliance and hence higher intellectual competence.

29. FACTORS THAT INFLUENCE THE DEVELOPMENT OF
INTELLIGENCE
• Unsupportive behaviour among family members where the child is
rejected, shouted at, punished, authoritarian parents, etc intellectual
competence of child will be low.
8) Education level of mother. Educated mothers provide supportive
home environment, provide emotional security and praise the child’s
achievement, allow independence which support intellectual
achievements of children.

30. IQ classification in general population
Mild mental retardation [IQ = 50-65]
Individual has IQ range 50-65, they are referred to as morons.
They develop at lower rate. E.g. may delay in walking, talking,
feeding themselves and cleaning themselves.
They can be trained in simple skills and occupations
Adults in these categories may achieve skilled jobs but have problem
on adjusting.
They can socialize, marry, and bring up children though with
difficulties.

31. IQ classification in general population
Mild mental retardation [IQ = 50-65]
Individual has IQ range 50-65, they are referred to as morons.
They develop at lower rate. E.g. may delay in walking, talking,
feeding themselves and cleaning themselves.
They can be trained in simple skills and occupations
Adults in these categories may achieve skilled jobs but have problem
on adjusting.
They can socialize, marry, and bring up children though with
difficulties.

32. IQ classification in general population …
Borderline mental retardation
Individuals have IQ range 70-80% and are trainable .
They can learn self-help skills like eating, using toilet, dressing, and
undressing.
They can adjust to social life in the family and neighborhood.
They understand use of money.
Are usually recognized by teachers as “very dull” and “very slow”.
Slow learners
Individuals have IQ range 80-95 and attend normal school.
Have difficult keeping pace with the average pupils.
They can pull up to average if given remedial work or coached.

33. Characteristics of mentally retarded children
• Poor memory. Learning memory is deficient and therefore cannot
remember information easily.
• Short attention span. Have very short attention span and hence are
easily distracted.
• Language problems. They have speech problems and very poor
articulation, stammer quite a lot, poor reading and comprehension,
slow language development.
• Poor organization. Have deficiency in their ability to organize
information and store it for future use.
• Academic achievement. Have very low academic achievement
because of their defective reasoning ability. Perform poorly in maths.
• Defective reasoning and poor in logic.

34. Causes of mental retardation.
1) Genetics. It is caused by chromosomal disorder/abnormality.
Excess chromosome will cause down syndrome.it cause delayed
cognitive ability, delay physical growth.
2) Prenatal causes. severe health condition may affecting the
pregnant mother may cause fault development to embryo nervous
system and affect brain.
3) Child birth injuries. They range from premature birth, breech birth
by cesarean section to asphyxia.
4) Post-natal causes. Inflammation of central nervous system, diet,
accidents, diseases like meningitis, etc.
5) Socio-cultural factors. Culture influences the kind of food
consumed by community. Food consumed by pregnant mother
affects the development of embryo during pregnancy. Also food
given to baby during infancy stage.

35. Organizing learning for the mentally retarded
• Learning to proceed in small logical steps.
• Practice drilling and repetition.
• Motivate and encourage learners.
• Avoid ridicule for mistakes done.
• Give a lot of mental stimulation.
• Encourage cooperative activities.
• Give continuous assessment after short learning intervals.
• Provide/give immediate corrective feedback.
• Make use of practical activities.
• Use a lot of teaching aids: visual, audio, tactile, models etc.

36. Characteristics of gifted learners.
• They have high level of curiosity.
• They have well developed imagination.
• They are problem-solvers.
• Have good memory/remembers information well.
• They can concentrate on an issue/problem for a long time.
• Are able to comprehend complex concepts.
• They are well organized.
• They are excited about learning new facts and concepts.
• They are independent learners.

37. Organizing learning for gifted learners
• Always find out what they already know, and give credit for it.
• Provide choices that maximize individual interest.
• Build on their interest in the topic.
• Involve them in determining learning goals.
• Make critical judgement about their work.
• Ask open-ended questions and activities.
• Encourage discovery learning.
• Have challenging activities ready because they grasp concepts more
easily
• Encourage self assessment.
• Provide opportunity for them to work with gifted peers.
• Encourage project based learning/self initiated projects.
• Avoid drill and repetition.

38. Importance of the knowledge about intelligence
levels
1. To place learners in the appropriate groups.
2. To appreciate and take care of individual learner differences.
3. Teacher is able to prepare adequately and select appropriate
materials to be learned.
4. Teacher is able to identify weak points and strong points of learners
5. Teacher is able to compare performance of learners.
6. Makes it easier to predict achievement.
7. Helps in career guidance.
8. Helps in structuring content.

39. Ways of improving intelligence of learners
a) Exposing them to a stimulating environment [conducive].
b) Give learners challenging tasks.
c) Encourage discovery learning among the learners.
d) Make learning adequate to the level of learners.
e) Make learning interesting and provide appropriate materials.

40. END OF LESSON
• THANK YOU

41. Motivation
• Learning outcomes:
1. Definition of motivation
2. Types of motivation
3. Explain theories of motivation
4. Ways of enhancing motivation among learners

42. MOTIVATION
DEFINATION:
Motivation has its roots in the Latin word “movers” which means “to
move”. Motivation also has connection with the term “motive”. Motive
is an energizing condition of an organism which serves to direct its
behaviour towards a goal.
Thus motivation is the internal or external force which makes individual
behave the way they do, i.e. in terms of the effort and direction they
take.
Motivation refers to a need or desire that energizes behaviour and
directs behaviour towards a goal and sustains the behaviour.

43. TYPES OF MOTIVATION
• Motivation can be internal or external. Internal motivation is called
intrinsic motivation, while external motivation is called extrinsic
motivation.
A] EXTRINSIC MOTIVATION
This is behaving in a particular way because of external forces such as
fear of failure, peer pressure, reward, social scrutiny, etc.
Extrinsic motivation has an immediate and powerful effect on the
individual. However, extrinsic motivation does not last long. Desirable
behaviour will most likely reduce or cease when the external factors
are no longer forthcoming.

44. B] INTRINSIC MOTIVATION
Internal forces or drives cause individual to behave in a particular way.
The energizing condition comes from within he person/individual and is
not imposed from outside.
Examples: inner satisfaction after completion of a task, love for art, love
for music, advancement opportunities, importance of task.
Intrinsic motivation has a deeper, long-term effect on behaviour.
NB. In certain instances external forces initially influence human
behaviour, but along the way internal forces take charge and direct our
behaviour and even sustain our behaviour.

45. SIGNS OF MOTIVATION.
Some possible general indicators of a motivated individual include:
1. co-operation in overcoming problems.
2. Willingness to accept responsibility.
3. Commitment in doing what one is engaged in.
4. Giving extra time or putting in extra effort.
5. Willingness to accommodate necessary change.
6. High performance and results being consistently achieved.
7. Enthusiasm and determination to succed.

46. GENERAL SIGNS OF DEMOTIVATED PERSON
A demotivated person is dangerous and sabotages progress by their
actions ad utterances. Indicators include:
1. Too many complains and never willing to suggest possible solutions.
2. Poor time keeping, avoid duty, avoids responsibility.
3. Lack of cooperation in solving problems.
4. Apathy, indifference and lack of interest.
5. Seizing the slightest opportunity to avoid any task.
6. Giving excuses to avoid learning.
7. Resisting change always and for the sake of it.

47. THEORIES OF MOTIVATION
A] NEEDS GRATIFICATION THEORY OF MOTIVATION
This theory was advocated by Abraham Maslow in 1954 and focuses on
human needs.
Need is the internal imbalance which occurs when we are deprived of
something. Need refers to a state of deprivation, absence of anything
the person requires or thinks he requires for his overall well being.
NB. Needs are rarely satisfied completely and an improvement is
always possible. Thus people are continuously motivated by their needs
or the tensions created by these needs.
According to Maslow:
+ unsatisfied needs energize behaviour (are the motive behind
behaviour)
+ unsatisfied needs cause a state of restlessness, a state of
disequilibrium. Imbalance does not end until the prevailing need is
satisfied.

48. AESTHETIC
NEEDS
NEED TO KNOW
AND UNDERSTAND
SELF-ACTUALISATION NEEDS
SELF-ESTEEM NEEDS
SOCIAL NEEDS
SECURITY NEEDS
PHYSIOLOGICAL NEEDS

49. HIERARCHY OF NEEDS
Needs are hierarchical: some fall at the lower level while others are at
the higher level in the hierarchy.
Lower level needs are greatly demanding and monopolize behaviour.
Satisfaction of lower level needs will pave way for the satisfaction of
higher level needs because satisfied deficient need (1-3) cease to
energize behaviour.
Needs at level 4 upwards are called being needs and cannot be
satisfied fully at any one time.
Activity
Citing examples illustrate how (i) physiological needs, (ii) security
needs and (iii) social needs influence behavior of college students.

50. IMPORTANCE OF THE NEEDS GRATIFICATION
THEORY
1] Needs drive human behaviour. Therefore, it is important to try and
establish people’s needs in order to understand why they act the way
they do and help to satisfy their needs in order to maximize their
contribution at school/work.
2] Appreciate all things done well, it helps to improve one’s view of
themselves. It leads to better performance.
3] Behaviour is complex and may originate from different needs. E.g
poor pay, revenge, fear, sickness etc
4] Work environment can be organized to motivate the workers to
perform well. [adequate ventilation, lighting, clean and spacious room,
clear pathway]

51. IMPORTANCE OF NEEDS GRATIFICATION THEORY CONTINUES …
5] Individual self-esteem (ego) is an important aspect in their behaviour
or performance. Avoid ridicule or ego bashing even when the person is
on wrong or performing poorly. Supervisor/manager should be
sensitive in giving instructions and when correcting people.
6] Organize the environment to encourage self-actualization. Provide
guidance on making the right choice.
7] Self-actualization should be individualized to cater for individual
differences.
Activity
Discuss the relevance of Needs Gratification theory to a principal of a
Technical and Vocational Education Training institution.

52. B] GOAL SETTING THEORY
• It was proposed by Edwin Locke in 1968, and is based on the Theory
of Taylor’s Scientific Management.
• It states that goal setting is essentially linked to task performance.
(goals are what the individual [learner]is consciously trying to attain
with particular reference to future objectives).
• It also states that specific and challenging goals along with
appropriate feedback contribute to higher and better task
performance.
• Goals indicate and give direction to an employee [learner] about
what needs to be done and how much effort is required to put in.

53. GOAL SETTING THEORY CONTINUES
• Feedback enables individual (learner) to assess how well they are
doing in relation to the set goals. Feedback allows for adjustment if
needed.
• When goals are difficult but accepted, and when there is feedback on
performance, then motivation and performance will be higher.
• Thus individual worker (learner) needs to participate in goal setting
and show commitment pursuing of the goals. The individual (learner)
should also be aware of the set goal and what he/she is expected to
do to accomplish the goal, and be willing to accept the goals.
NB Individual (learner) can reject goal if they perceive it too difficult
or too easy or if not clear on what is expected of them.

54. FEATURES OF GOAL SETTING THEORY
1] Goals channel and guide our action in certain direction.
2] There is need for participation and commitment of individual
(learner) in goal setting.
3] The more specific and difficult a goal, the more the energy directed
towards its achievement.
4] Acceptance of set goals by individual (learner) and commitment to
pursuing them is critical.
5] Feedback on performance enhances the process.

55. FEATURES OF GOAL SETTING THEORY
CONTINUES
6] The individual (learner) must be aware of the set goals.
7] Individual (learner) should have clear understanding of what actions
are required to the goals.
8] Goal setting focuses the individual (learner)attention on a particular
task/objective.
9] Goals enhance persistence because they remind individuals
(learners) of where they are going.

56. IMPORTANCE OF GOAL SETTING THEORY
• Education is a result oriented discipline hence education managers
should set goals for their institution to address needs of learners and
teachers.
• All the stakeholders need to set goals and agree on what they want to
achieve in order to produce more positive results.
• Feedback on how well or poorly each stakeholder is doing need to be
availed to allow for maintenance of effective action or change or
modification of effective action.
Activity
All education stakeholders should set goals in order to achieve
positive results. Discuss four goals for each stakeholder.

57. CHALLENGES OF GOAL SETTING THEORY
1] Very difficult and complex goal stimulate riskier behaviour.
2] If the employee (learner) lack skills and competences to perform
actions essential for goal, then the goal setting can fail and lead to
undermining of performance.
3] At times the organization goals are in conflict with the manager’s
goals. Goal conflict has detrimental effect on the performance.
4] There is no evidence to prove that goal-setting improves job
satisfaction.

58. WAYS TO ENHANCE MOTIVATION AMONG LEARNERS
Teacher should devise ways to appeal to their learners’ interest in
learning so that learners may want to do their work, may want to stay
on a task and may want to succeed. Teacher may do the following.
1] Teacher should create a positive learning environment ie learners to
feel cared for, supported, belonging, valued and respected.
2] Arouse learners’ curiosity about a lesson by use of instructions that
are interesting to stimulate learners’ curiosity. This helps to prevent
many discipline problems.
3] Provide plenty of models, samples and examples so that learners
know what to do. Examples of bad work are also helpful because they
show learner what not to do.
4] Make success possible. Begin each assignment with the easier
material, question etc. It creates confidence in learners and
encourages them to keep trying.

59. ENHANCING MOTIVATION AMONG LEARNERS CONTINUES
5] Recognize and praise effort. Help your learners develop self-efficacy
by helping them to see the connection between effort and
achievement.
6] Offer encouraging, focused feedback as well a general praise to
encourage learners to work with focus.
7] Give clear written and verbal direction so that learners can find it
easy to stay on task. Learners who know how to do their work well are
less likely to absent themselves from school/class.
8] Give learners a variety of ways to self-monitor their work. Teacher
may provide a checklist to keep track of completed task.

60. ENHANCING MOTIVATION AMONG LEARNERS CONTINUES
9] Teacher should take time to set goals with your learners. This gives
learners practical reasons for wanting to do their work.
10] Teacher should think highly about their students. The students will
tend to behave better for a teacher who appreciates them.
11] Spend a few minutes at the start of a lesson to:
+ ask questions
+ review previous lesson
+ to show photos (related to lesson, learner welfare]
+ play clip etc
These will encourage learners to want to learn.

61. END OF PRESENTATION
• THANK YOU .
activity
Suggest five possible ways of motivating a first year college student
who wants to drop out of college.