How to engage everyone in this Ethos stuff? AffirmationAffirm their value / role Agency supportDevelop their self-belief Autonomy supportMake it relevant.

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Presentation transcript:

How to engage everyone in this Ethos stuff? AffirmationAffirm their value / role Agency supportDevelop their self-belief Autonomy supportMake it relevant to teachers, thru a structure to make sense of it Attachment Agency Autonomy

There is no such thing as an unmotivated pupil - just a de-motivating learning ethos? Key Ideas Teachers need to realise their power over pupils - the ethos is not a neutral backdrop. Teachers who don’t think that ethos is important should be replaced by computers?

exasperating warm cold powerful satisfying unsatisfying weak T H E S O C I A L A N D E M O T I O N A L L E A R N I N G F R A M E shocking

despairing invigorating relaxing exasperating disappointing warm cold powerful recharging unsatisfying weak soothing refreshing satisfying draining

threateningdespairing challenging affirming exasperating disappointing warm cold powerful recharging unsatisfying weak reassuring fulfilling satisfying draining

Our key MOTIVES (i) Intimacy control Our 2 greatest fears Chaos Abandonment

ATTACHMENT ‘I belong’ AGENCY ‘I can’ detached Low agency AUTONOMY ‘I want to’ the basic structure ii Overwhelmed ( heteronomy) T H E S O C I A L A N D E M O T I O N A L L E A R N I N G F R A M E Glasgow Education Services

Attachment Agency Low attachment Lowagency the engaged learner Autonomy Overwhelmed the overwhelmed learner the over- dependent learner the oppositional learner distortedautonomy Over-dependency

attached control detached poor control T H E S O C I A L A N D E M O T I O N A L L E A R N I N G F R A M E the basic structure Glasgow Education Services

The 4 Drivers interest in you acceptance, responsiveness, mutuality, valuing you EngagementStructure limits, accountability, choice, trust participation autonomy FeedbackStimulation achievable goals, interest, meaning, purpose, challenge, curiosity, relevance, information re progress,, stress personal success, make feel responsible for success

AFFIRMATION EMPOWERMENT engagementfeedback stimulation structure Autonomy support

Classroom Ethos

rejection affirmation empowermentcontrol

A ttachment A gency A utonomy C onflict C oercion C ompliance What are schools about?

ATTACHMENT AGENCY Low attachment Low agency AUTONOMY Affirmation Empowerment Autonomy support

ATTACHMENT Affirmation AGENCY Empowerment Low attachment Rejection Low agency Disempowerment AUTONOMY Autonomy support The protective ethos The exposing ethos The destructive ethos The motivating ethos the over-autonomous learner the over-dependent learner the overwhelmed learner the engaged learner

Muzzled Frazzled Impact DazzledCuddled How do you feel?

The importance of ethos Engaging attitudes rejecting Motivated by fear to share power of losing power seek cooperation self determined teachers > autonomy supportive classrooms> engaged learners Key - the conditions that affect teachers’ motivation

Parents who find our teaching staff rude should see the head teacher