The Motivated Classroom

What makes a good day at work for you personally?

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

It’s ok to…

be yourself

make statements

interrupt

make mistakes

agree or disagree

ask questions

enjoy yourself

be honest

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

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.”

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

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

Describe the most motivating person you have ever known

Describe the most de-motivating person you have ever known

Describe your ideal boss

• be specific

• avoid general words such as:

– “positive”

– “negative”

– “role model”

• 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

• 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

• 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

• 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

• 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

• 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

• 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

Top eight factors teachers say motivates them

• enthusiastic

• encouraging

• supportive

• approachable

• gives you direction

• high expectations

• believes in you

• respects you

• inconsistent

• over-critical

• bullying

• intimidating

• judgemental

• sarcastic

• being shouted at

• obsessive

• fear

Top eight factors teachers say de-motivates them

• be specific

• avoid general words such as:

– “positive”

– “negative”

– “role model”

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)

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’

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’

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’

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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