The Motivated Classroom. What makes a good day at work for you personally?
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Transcript of The Motivated Classroom. What makes a good day at work for you personally?
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The Motivated Classroom
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What makes a good day at work for you personally?
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What students say makes a good day at school
• fun
• a sense of achievement
• doing something well
• being given credit or praise for doing something well
• everyone getting on well together
• being with friends
• feeling good about yourself
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It’s ok to…
be yourself
make statements
interrupt
make mistakes
agree or disagree
ask questions
enjoy yourself
be honest
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How motivated do you feel right now (in your professional life)?
(1 is a little, 10 is a lot)
1 2 3 4 5 6 7 8 910
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How students avoid learning in school
Main source: Guy Claxton ‘Wise Up’
Becoming invisible: head down, doing the minimum, playing “truancy in the mind”
Being disruptive: messing about, challenging the teacher, badmouthing others
Going stupid: “I can’t do this.” “Just give me the answer.” “Don’t ask me to think.”
Avoiding trying: doing the minimum, copying partner’s work, rushing through to get finished
Refusing to engage: “This is boring.” “What are we doing this for?” “I hate this subject.”
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Shifting ideas about motivation
work with people: help
them be self-motivated
focus on causes: why
people are de-motivated
find out what solutions will
work for them and how
do things to or for
people to motivate them
focus on the symptoms
of de-motivation
fix the undesirable behavior
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Two strategies
Focus on our own thoughts feelings and behaviors and what we can change
Focus on children’s thoughts, feelings and behaviors and what they can change
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Describe the most motivating person you have ever known
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Describe the most de-motivating person you have ever known
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Describe your ideal boss
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• be specific
• avoid general words such as:
– “positive”
– “negative”
– “role model”
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• They get to know you, engage with you, show they care about you and value you as a person (engagement).
• They are strict for you, they create a secure structured environment and establish clear expectations about what needs to be done (structure).
• They challenge you to learn they catch your interest, actively involve you in your own learning and help you to learn how to learn (stimulation).
• They support you by giving you feedback, which is honest and accurate as well as affirming (feedback).
The external drivers
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• Engagement: optimistic, approachable (4), caring (2), empathy (2), engaging, understanding (2), listens(3) respect, (2) high expectations, valuing (19)
• Structure: leads by example, integrity (3), trust, decisive, fair (6), adaptable, consistent, organised, equality, flexible (2), non-threatening (19)
• Stimulation: sense of humor, dynamic, (2), enthusiastic (8), inspiring (8), challenge, creative, knowledgeable, intelligent, forward thinking, innovative, passionate (2) (27)
• Feedback: supportive (3), encouraging (10), supportive, appreciative (4), honest (2), realistic(3) praise, critical (not), positive (26)
160 primary teachers, Northern Ireland
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• Engagement: interested in you, detached(not)respect, understanding(2), approachable, wants you to succeed, valued, optimistic, empathetic, listening, recognition, stereotyping (no) (13)
• Structure: flexible, fairness, angry(no), fair, leads by optimistic, example(2), vision, consistency (2), involvement, takes responsibility (12)
• Stimulation: encouraging(4), effervescent, apathetic(no) enthusiastic(5), knowledgeable, energetic, passionate(3), inspiring(4), fun, driven, dynamic, charismatic, (15)
• Feedback: supportive(2), critical, acknowledge your ideas/efforts, gives value, but(not), judgemental (not), dismissive (no) (9)
Secondary teachers, Stourbridge
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• Engagement: respectful, utilizing differences, approachable (6), sensitive, “human,” patient, believes in you, genuine, caring, open-minded, sociable (16)
• Structure: fair, strict but fair, firm but fair, competent, consistent, calm, objective (7)
• Stimulation: enthusiasm (8), good communicator, inspiring, creative, involved, charismatic, unpredictable, energetic, humorous, passionate (17)
• Feedback: feedback, supportive (6), encouraging (4), sarcasm (not), constructive criticism, constructive (2), realistic, honest (17)
Probationers, Fife, Scotland
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• Engagement: moaners(no), caring, approachable(5), inflated ego (no), generous, empathetic(3), friendly, values others, sympathetic(2), perceptive, self-effacing, self-less, optimistic, receptive, positive (22)
• Structure: fair(7), competent(2), organised(3), spineless (no), just(2), flexible, consistent, loyal, responsible, glory-seeker (no), honest(2), objective, uncooperative(no), not authoritarian, democratic, trustworthy, leading by example, integrity, (29)
• Stimulation: knowledgeable (2), enthusiastic (3), energetic, inspiring(6), sense of humor (2), articulate, resourceful, dynamic, charismatic (2), passionate ( 2), innovative (26)
• Feedback: appreciative, critical, supportive (4), encouraging, praise(3), rewards, (11)
High School, London
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• Engagement: authentic, high expectations, communicative (3)
• Structure: trust, trustworthy, equitable, consistently fair(3), consistent, freedom, credible, not compromising, flexible (2) (12)
• Stimulation: passion, stimulating, competent, challenging, intelligent, enthusiastic (6)
• Feedback: supportive(2), see the purpose in failure, positive (4)
Maths, Lehman High School, Bronx, New York
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• Engagement: caring(6), arrogant(not), cold(not), judgemental (not), jealous (not), narrow-minded (not), picky (not), understanding (2), self-centered (not) respect (3), positive attitude, human centered, selfish (not), open-minded, nice (3), kind, empathy (25)
• Structure: trust (6), fair (7), democratic (2), tolerant (7), easy-going, visionary (24)
• Stimulation: sharp (3), intellectual, ignorant (not), wise (6)
• Feedback: honest (4), praise (4), appreciate, supportive(3) (12)
Primary Heads and deputes, Beijing, China
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Top eight factors teachers say motivates them
• enthusiastic
• encouraging
• supportive
• approachable
• gives you direction
• high expectations
• believes in you
• respects you
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• inconsistent
• over-critical
• bullying
• intimidating
• judgemental
• sarcastic
• being shouted at
• obsessive
• fear
Top eight factors teachers say de-motivates them
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• be specific
• avoid general words such as:
– “positive”
– “negative”
– “role model”
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Two dimensions
You get feedback that isRELATIONSHIPS POWER
People relate to you and show they value you as a person.(ENGAGEMENT)
You are in a secure environment where you know where you stand and it’s clear what needs to be done.(STRUCTURE)
honest and accurate; critical as well as affirming. (FEEDBACK)
You are involved in something that you care about and interests you. (STIMULATION)
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value
reject
cold classroom stormy
classroom
humid classroom
empowerrestrict
sunnyclassroom
our need for control
ou
r n
eed
fo
r co
nn
ecti
on
Alan McLean ‘The Motivated Classroom’
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humid classroom
tight
restricted autonomy
discipline of benevolence
manipulative
sunny classroom
tight becoming looser
gradually supporting autonomy
discipline of community
assertive
stormy classroom
loose
distorted autonomy
lack of discipline
passive
value
reject
cold classroom
tight
crushed autonomy
discipline of fear
authoritarian
empowerrestrict our need for control
ou
r n
eed
fo
r
co
nn
ecti
on
Alan McLean ‘The Motivated Classroom’
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The humid
classroom
The cold classroom
The
stormy
classroom
The secure classroom: setting
clear limits
The sharing classroom: encouraging and enabling student
autonomy
reject
enable
value
restrict1
2
3The self-motivating classroom: allowing
a measure of self determination
Alan McLean ‘The Motivated Classroom’
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The need to stand outto be differentto be capableto compete(this is about agency or status)
The need to be trustedto be assertiveto have rightsto be responsible
(this is about autonomy)
The need to fit into belongto connectto cooperate
(this is about relationships)
Our three basic psychological needs
can hold autonomy in
check and lead to passive behavior
can drive autonomy
too fast and lead to
aggression
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