Motivated Teaching: Harnessing the science of motivation to boost attention and effort in the classroom: 3 (High Impact Teaching)

Product Information

Global education monitoring report 2019: gender report: Building bridges for gender equality. Paris: UNESCO.

How do you think these unmotivated behaviors affect students’ individual ability to learn and the classroom environment as a whole?Murayama, K., & Elliot, A. J. (2011). Achievement motivation and memory: Achievement goals differentially influence immediate and delayed remember-know recognition memory. Personality and Social Psychology Bulletin, 37(10), 1339–1348. Izard, C. E., Trentacosta, C. J., King, K. A., & Mostow, A. J. (2004). An emotion-based prevention program for Head Start children. Early Education and Development, 15(4), 407–422.

In their study, participants were engaged in a problem-solving exercise and received a surprise memory test related to the task. Those in the mastery goal condition were told that the purpose of the task was to develop their cognitive ability, while those in the performance goal condition were told that their goal was to demonstrate their ability relative to other participants.One group of researchers developed a needs-based intervention program to help teachers develop a motivating style capable of supporting students’ psychological needs. Specifically, they developed, implemented, and tested the merits of an autonomy-supportive intervention program (Cheon, Reeve, & Moon, 2012; Cheon, Reeve, & Song, 2016). Interestingly, they found that achieving flow was not determined by any particular type of activity but rather by the mix of challenge and support teachers provide. The study showed that student engagement was high when they were appropriately challenged, which usually involved complex goals and high teacher expectations as well as support and positive interactions (Shernoff et al., 2003). One of the main reasons for wanting to teach is devotion to lifelong learning. Teachers not only get to share their existing knowledge, but they get to dig deeply into topics and learn something new along the way. With the help of traininglike our SKE courses, teachers can handle probing questions and teach students to see subjects inentirely new ways. Teachers must also stay on top of new technologies, trends, and historic events, ensuring you’ll always be learning something new. 3. Teaching makes a difference, with visible results

If we truly want to understand and influence motivation, we’ve got to look beyond our own experience. We need to look to the science of motivation. Motivation is a specific response to a particular situation, not a general trait. [It’s important for teachers to keep this in mind: generally 'we' tend to think there are motivated and less-motivated pupils, rather than more precisely consider ‘situation-specificity’].Norms in school are particularly powerful: 'they often override more formal school policies or rules'. Prominent norms can be powerful tools [including my favourite tool, narrative sequencing]. [Again, as teachers and school leaders we tend to put too much faith in formal statements and instructions. In our current situation, schools have been concentrating on norms like mask-wearing and hand-washing, but we are finding it hard to have effective 'normative messaging' for so much else, due to restrictions on large gatherings and difficulties in communication]. Describe the last time you saw your “unmotivated” students invest in your class even for a little bit of time. Teachers rated children in their class as displaying fewer post-intervention negative emotions and more post-intervention social competence.

Cabus, S.; Haelermans, C.; Flink, I. 2020. Evaluating a certificate programme on educational mentorship and coaching leading to induction activities for new teachers in Rwandan primary schools. Leuven: HIVA-KU. A two-hour workshop before the semester began to help teachers learn how to teach the Emotions Course in their classroom

This belief often leads to aggressive retaliation; harming the aggressor seems deserved. But when a victim sees the aggressor as someone who can change, then this belief tends to reduce aggressive retaliation and open up the possibility for a prosocial response. First, the cognitive evaluation theory, which explains the effects of external consequences on internal motivation, draws our attention to the critical roles autonomy and competence play in fostering intrinsic motivation by showing how they are vital in education, arts, sports, and many other domains.