1.1 Do learners have intrinsic or extrinsic motivation when they have inherent motivation in setting their own targets and striving to achieve them? (2)
When learners have the above dispensation it means that they have intrinsic motivation
1.2 Differentiate clearly btw extrinsic and intrinsic m...
1.1 Do learners have intrinsic or extrinsic motivation when they have inherent motivation in
setting their own targets and striving to achieve them? (2)
When learners have the above dispensation it means that they have intrinsic motivation
1.2 Differentiate clearly btw extrinsic and intrinsic motivation by using examples (4)
Extrinsic motivation refers to behaviour that is driven by external rewards, such as money, fame,
grades and praise. This type of motivation arises from outside the individual whereas intrinsic
motivation is an energising behaviour that come from within an individual and out of will and
interest for the activity at hand. No external rewards are required to incite the intrinsically
motivated person into action.
1.3 In order to increase learners’ intrinsic motivation the educator can use the principles of
motivation. Name the three principles of intrinsic motivation and give an example of how you will
apply each to them (6)
-provide predictable learning environment
-create a balance between easy and challenging tasks
-provide instructional support
-model activities learners are supposed to do
-promote control opportunities
-break larger assignments into smaller tasks
1.4 A classroom discipline can be used in creating and restoring a positive classroom climate to
motivate learners to perform competently on academic tasks. Discuss the above statement with
reference to how you can compare your classroom discipline policy focusing on
1.4.1 Rules and procedures
1.4.2 Participation of learners
1.4.3 Guidance for setting rules
1.5 Each teacher is unique and therefore approaches leadership in a unique way. Discuss how
teachers can use their situational leadership characteristics to motivate learners with regards to
1.5.1 Their views of the learners
Each and every learner is unique and in this respect the educator has to treated an individual learner
according to the capabilities of that specific learner
, 1.5.2 Their task oriented
The educator must look and examine the structure of the task that he or she wants the learners to
undertake and after that he would be in a position to see whether a given learner would need
support and assistance in writing then given task
1.5.3 Their personality
The individual learner would respond to different situations according to his or her own dispensation
and his behavioural traits would also be considered here
1.6 Discuss 3 examples of how you can use your knowledge of multiple intelligence to motivate
your learners
An educator can become creative and use these skills to improve the learners’ performance, can also
give the learners multiple tasks in order to engage with them in every aspect, the educator can also
romp in one of the intelligent learners and make her act as a peer tutor to the others
2.3 Discuss using examples how an educator could apply nonverbal communication in the
classroom environment
In order to make verbal communication effective, the educator can use the following signals, eye
contact with the learner, clapping, time out, smiling and greetings
Question 3
3.1 False
3.2 True
3.3 false
3.4 True
3.5 False
3.6 True
3-7 true
3.8 False
3.9 False
3.10 False
3.11 False
3.12 True
3.13 False
3.14 False
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