come from the intrinsic factor White 1959: 130 in Turney et al. 1983. The reinforcement can encourage motivation.
Because reinforcement can encourage motivation, teachers are expected to be able to apply it appropriately in order that it can reach the goal they want by
helping students to exercise some degree of control over their own actions and by utilizing self-generated stimulations Bandura 1971: 248 in Turney et al. 1998.
Consequently the students are able to perform appropriate behaviors and, in time to find them intrinsically rewarding. Gradually they learn how to reinforce
themselves not depending on others or teachers for reinforcement.
2.8.5. 3 Structuring
Structuring is the third component of introductory procedure and closure. The teachers may perform three kinds of structuring, such as 1 stating the goal at
the beginning to establish the aims the task given, 2 giving direction or advising students, 3 outlining the content. The teachers throughout the explanation to
show the aims of the lesson or the task, to give clear direction, to focus the students on achieving the goals and to show students what they will learn in a
particular lesson, can perform it. The three kinds of structuring above belong to teachers scaffolding talks.
To make the teachers scaffolding talk clear. It is given some examples of teacher’s scaffolding talks in structuring according Turney et al. 1984: 95 – 96.
1 Establishing the goal
In establishing the goal the teacher may be highly specific about short term objective for example “Let’s practice one five times table using this number
circle.”, or statement directing students e. g “Look at this picture to establish the main causes of road details”, or longer term goals for instance “I
want you go through your papers and measure the column inches given to
ads.”, “ At the end of the lesson, you will be able to demonstrate and describe three different ways to throw a basketball.”, or “Everyone will have used the
formula to solve three problems, and shows those to me before the bell”;
2 Giving directions
In giving direction a teacher may say “Find out three features of tundra landscape from these pictures, write them down, and note any questions that
arise from your study.”, “Here are some 1856 newspaper accounts of gold diggings.”, “Listen and look carefully.”, “Do not try to remember everything,
but put your self in the position of a police officer saying to give reasons to the miners for paying for licenses.”, “If you are not sure about the task checks
with your group leader.”, “When you don’t know the details of an event look in the following looks, on the pages listed the triangle.”, “Select sample
ideals.”, “Suit words to feelings”;
3 Outlying contents
Outlying the contents can be as simple as a statement of what will be covered in sequence in a lesson such as “First we’ll review what we decided were our
local problems of pollutions, and then we’ll go on to look at what people living around Botany Bay face.”, “Now let’s look at a key incident in I own
the Racecourse which tells us what the link is between the title and the main characters, and the game they are always playing” for geography lesson.”,
“The next theory of continent formation is based on the movements of tectonic places” for geography lesson
2.8.5. 4 Making links
