In my third year of teaching in Russia, one of my mentors loved the software I used in Geometry classes and asked me to give seminars to all the Math and Geometry teachers in the district in groups. Each group would come to the lab four times so that we could go over all the software.
I was impressed by the passion and the enthusiasm that older teachers, especially those who are older than 70 years-old had. They were trying to not miss even a word that came out of my mouth and this commitment was increasing my motivation as well.
On one hand, they were so ambitious in learning the new software, on the other hand they were missing some basics in computers. I remember I was so upset that I could not get those dedicated people to benefit more from those sessions.
They were trying to get me teach everything from the beginning and I just could not tell them that it would take so much time to cover everything that they needed.
According to Keller's (as cited in Driscoll, 2005) motivational design, a set of motivational tactics that are aligned with the needs of the learned has to be created. In order to do this, I have to learn the characteristics of learner motivation well so that I can determine which tactic goes well with which characteristic.
From Keller's ARCS categories, I believe that I could utilize "Familiarity" and provide little "Success Opportunities" to keep them motivated.For all of these to happen, it is central that I should not be losing my motivation as well.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.
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