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
Its 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 cant do
this. Just give me the answer. Dont ask me
to think. Avoiding trying doing the minimum,
copying partners 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
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

8
Two strategies

• Focus on our own thoughts feelings and behaviors
  and what we can change

• Focus on childrens thoughts, feelings and
  behaviors and what they can change

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)respec
  t, 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
Top eight factors teachers say de-motivates them

• inconsistent
• over-critical
• bullying
• intimidating
• judgemental
• sarcastic
• being shouted at
• obsessive
• fear

22

• be specific
• avoid general words such as
• positive
• negative
• role model

23
Two dimensions

• You get feedback that is

RELATIONSHIPS 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 its 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)
24
value
humid classroom
sunny classroom
empower
restrict
our need for control

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
humid classroom tight restricted
autonomy discipline of benevolence manipulative
empower
restrict
our need for control
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 stand out to be different to be
capable to compete (this is about agency or
status)
The need to fit in to belong to connect to
cooperate (this is about relationships)
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
28
www.camb-ed-us.com