What does motivation mean in the teaching-learning process? Who is responsible for motivating the speaker in the process? What does it mean for the teacher that the student is motivated and willing to appropriate the knowledge? What is the point of making these reflections about the importance of motivation in learning?
To begin with, we use the expression motivation as the key element that drives the human being to take an action to go to a certain place or to assume a position with respect to a new situation. However, this aspect is decisive in any activity carried out by human beings, which is why it is necessary to take it into account in the learning process.
In this perspective, having a motivated student means - for me as a facilitator - getting to understand my mission, where the center of the process is the students and not the teacher, understanding this relationship makes it possible to establish empathy and trust with them.
In other words, I intend to come to understand that the student is my client and that as such, I must give him my full attention and the best of services, making use of the AIDA sales technique: Get attention, arouse interest and promote desire to learn, so that actions are directed towards the appropriation of knowledge.
Underlying this perspective is an alternative. The alternative of establishing an excellent relationship with the student. Why this relationship? Does that contribute to the teaching-learning process? I think if.
Well, by creating an atmosphere of cordiality and respect for the other, a space is established for sharing knowledge that contributes both to the comprehensive training of the student and the teacher. Something like a legitimate relationship between a reliable supplier and its customer.
Now, how to get to permeate the student's motivation levels? We can achieve this, knowing the subject to be discussed very well, teaching by example, respecting the student, teaching problem-solving skills, implementing participation, building valid evaluation mechanisms, showing enthusiasm in my work and teaching through questions.
In this way, for example, I can capture that the student appears more willing and receptive to the information that is being shared. It is about conducting a permanent dialogue with the speaker. From this perspective, the levels of motivation towards listening, assimilation of concepts, participation and contribution are much more significant.
Self-observation and systematic observation: I can also show the place I occupy in front of the students, or with them, by self-observation of their attitudes or behaviors, in specific situations, to perceive their level of motivation.
Or, I can apprehend the reality around me through systematic observation. This type of observation is what scientists intend to make, to explain or interpret the reality of human behavior.
In this way, I will motivate my students and remain motivated, my way of coexisting with the student in that learning environment that is the classroom and its environment, will allow me to contribute to the Teaching - Learning process.
For this reason, as the Chilean biologist Maturana expresses: it is love, the actions that constitute the other as a legitimate other in the realization of the social being that lives in acceptance and respect for oneself, as well as in acceptance and respect for the other. Thus, motivation is the cornerstone to define where to go and through action to achieve the proposed objectives in any aspect of our spiritual, physical, mental, family, social or economic life.
