Alan McLean
Area Principal Psychologist, Glasgow City Council
Motivating All Learners
The Motivated
School
Support
Materials
how teachers can help
ALL pupils want to learn.
What makes children tick......and
how you can keep them ticking
without winding them up
1 What makes us tick? How do we get our needs met?
What are these needs? The 3A Needs
2 How do teachers meet these needs? Their Teaching
Style and Classroom Energisers
What does it feel like for pupils – The Class Climates
3 How should teachers adapt? To pupils’ Learning
Stances. Dancing in step.
3
Learner Needs
AFFILIATION
I belong
AUTONOMY
I want to
AGENCY
I can
Apathy
Alienation
4
Personality
cautious
5
adaptable
Touchy-feely,
Nicey-nicey,
happy-clappy,
syrrupy, wishy-washy,
cagy, fussy, squeaky
clean, sweetie-wify,
busy-body
nifty, bendy,
bouncy, tickety-boo,
gutsy, feisty
frothy, hunky-dory,
holy, zany,
argy-bargy, snooty,
sassy, stroppy,
touchy, grumpy
bolshy, bossy, scary
nippy-sweetie
6
adaptable
cautious
impulsive
7
7
The Arc of
Resilience
8
9
6
10
5
adaptable
cautious
9
4
8
3
7
2
6
1
0
5
1
4
2
8
3
The Arc of Autonomy i
AFFILIATION
I belong
cautious
High
AUTONOMY
I want to
contribute
adaptable
rigid
AGENCY
I can
Apathy
Low resilience
Alienation
9
AFFILIATION
I belong
The Learner Needs
& toxins
AUTONOMY
I want to
contribute
Acquiescence
Restricted
autonomy
Apathy
AGENCY
I can
Crushed
autonomy
Distorted
autonomy
Anger
Anxiety
Alienation
10
The Arc of autonomy
Giving and
taking
Wanting to
contribute
Hiding out
Expressing and
asserting self
Giving up
11
Wanting your
own way
The Engage-ability Matrix
Getting
along
Wanting to
contribute
Giving and
taking
Hiding out
Getting
ahead
Feeling
hopeless
Expressing and
asserting self
Wanting your
own way
Giving up,
Tuning out
Not getting along
12
A Curriculum for Excellence Outcomes ( responsible/confident)
Getting along
develop respect for others (soc studs)
respect for living things and the environment (sc)
relate positively to others; explore other people’s experiences and emotions (lang)
Getting ahead
practical food preparation (H & W)
Asserting and expressing self
express responses to personal and social issues (expressive arts)
express their beliefs and values (R and M)
communicate their thoughts and feelings (lang)
Giving and taking
consider the thoughts and feelings of others (lang)
understand the political and social changes; willing to question intolerance and prejudice (soc studs)
capacity to deal with change, risk and uncertainty (techno)
Wanting to contribute
participate in political, economic, social and cultural life (soc studs)
promote equality and fairness (H and W)
develop ability to make moral and ethical judgements (R and M)
informed consumers , capable of making reasoned and ethical choices (techno)
13
Motivating teaching
1.
2.
3.
4.
providing opportunities that are motivating
modelling motivation
tuning into pupils’ emotions
controlling not colluding, coercing or
crushing, holding the reins just right
5. good working relationship with THE CLASS
6. controlling the atmosphere
7. asking questions about how pupils
experience the classroom
14
The energisers Summary
Feedback
show you believe
inform
Engagement
show you care
- value
Structure
show you trust
-empower
Stimulation
show you enjoy
teaching them
-enthuse
Self belief
belonging
self
determination
15
purpose
Geography lessons became un-missable when Mr Hill was firing on all four cylinders……..
16
The Shower metaphor
warm
soothing
energising
Unfulfilling
exasperating
weak
draining
shocking
cold
17
invigorating
powerful
The Teaching Styles
soothing
18
attuning
7
Teaching styles
& Defensive Reactions 6
8
9
10
5
attuning
9
soothing
4
overprotecting
8
3
7
2
6
1
0
5
1
4
2
19
3
Teaching Styles
& Defensive
Reactions
Soothing
Attuning
colluding
pestering
Pushing
crushing
coercing
20
The Teaching Styles Matrix
Valuing
Facilitating
Negotiating
SOOTHING
sentimental
Colluding
ATTUNING
Pupil centred, dialogic
Encouraging
Colluding
PUSHING
High perf/impersonal
Pestering
Blocking
Expressing and
asserting self
Crushing
Coercing
Crushing
Coercing
Trashing
21
The energisers Summary
Feedback
show you believe
inform
Engagement
show you care
- value
Structure
show you trust
-empower
Stimulation
show you enjoy
teaching them
-enthuse
Self belief
belonging
self
determination
34
22
4
purpose
41
21
Autonomy support
Structure
show you trust
-empower
communicates
empathy through
perspective-taking
statements,
nurtures reciprocity, via
e.g. humour, banter
self
determination
apologises when in
the wrong,
uses rules as a
starting point,
approaches teaching
and learning as a
shared quest
affirms pupils’
capacity for selfdirection,
23
capitalises on pupils’
interests,
clarifies the relevance of
outcomes for pupils,
encourages pupils’
questions,
helps pupils to
recognise their
achievements and
feel in charge of
their progress
seeks feedback
from pupils
The Energisers & Drainers
Classroom Climates
AFFILIATION
Engagement
AUTONOMY
Structure
Stimulation
The motivating
classroom
AGENCY
Feedback
The coercing
classroom
24
What it feels like
25
26
The Stances within the Energy for Learning Matrix
Getting
along
Giving and
taking
Quietly
focused
Hiding out
Feeling
hopeless
Wanting to
contribute
Leading
Getting
on
Hiding
Pest
Energetically
focused
Expressing and
asserting self
Upset & Angry
Stroppy
Giving up
Wanting your
own way
Not getting along
27
Dancing in step
28