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 8 910

6. 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.”

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 children’s 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. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

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. Two dimensions You get feedback that is RELATIONSHIPSPOWER 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)

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

25. 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 our need for connection Alan McLean ‘The Motivated Classroom’

26. 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 restrict 1 2 3 The self-motivating classroom: allowing a measure of self determination Alan McLean ‘The Motivated Classroom’

27. 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) The need to fit in to belong to connect to 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

28. www.camb-ed-us.com