The Motivated Classroom

1. The Motivated Classroom

2. What makes a good day at work for you personally?

3. 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

4. It’s ok to… be yourself make statements interrupt make mistakes agree or disagree ask questions enjoy yourself be honest

5. 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 9 10

6. How students avoid learning in school 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.” Main source: Guy Claxton ‘Wise Up’

7. 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 Shifting ideas about motivation

8. 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 Two strategies

9. Describe the most motivating person you have ever known

10. Describe the most de-motivating person you have ever known

11. Describe your ideal boss

12. be specific • avoid general words such as: • “positive” • “negative” • “role model”

13. The external drivers • 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).

14. 160 primary teachers, Northern Ireland • 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)

15. Secondary teachers, Stourbridge • 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)

16. Probationers, Fife, Scotland • 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)

17. High School, London • 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)

18. Maths, Lehman High School, Bronx, New York • 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)

19. Primary Heads and deputes, Beijing, China • 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)

20. Top eight factors teachers say motivates them • enthusiastic • encouraging • supportive • approachable • gives you direction • high expectations • believes in you • respects you

21. inconsistent over-critical bullying intimidating judgemental sarcastic being shouted at obsessive fear Top eight factors teachers say de-motivates them

22. be specific • avoid general words such as: • “positive” • “negative” • “role model”

23. You get feedback that is Two dimensions

24. value humid classroom sunny classroom restrict our need for control empower our need for connection cold classroom stormy classroom reject Alan McLean ‘The Motivated Classroom’

25. value sunny classroom tight becoming looser gradually supporting autonomy discipline of community assertive humidclassroom tight restricted autonomy discipline of benevolence manipulative restrict our need for control empower our need for connection stormy classroom loose distorted autonomy lack of discipline passive cold classroom tight crushed autonomy discipline of fear authoritarian reject Alan McLean ‘The Motivated Classroom’

26. value The self-motivating classroom: allowing a measure of self determination 3 The humid classroom The sharing classroom: encouraging and enabling student autonomy 2 The secure classroom: setting clear limits 1 enable restrict The cold classroom The stormy classroom reject Alan McLean ‘The Motivated Classroom’

27. Our three basic psychological needs • The need to fit in • to belong • to connect • to cooperate • (this is aboutrelationships) • The need to stand out • to be different • to be capable • to compete • (this is about agency or status) • The need to be trusted • to be assertive • to have rights • to be responsible • (this is about autonomy) can drive autonomy too fast and lead to aggression can hold autonomy in check and lead to passive behavior

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