alan mclean area principal psychologist, glasgow city council motivating all learners
TRANSCRIPT
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Alan McLeanArea Principal Psychologist, Glasgow City Council
Motivating All Learners
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Support
Materialshow teachers can
help ALL pupils want
to learn.
The Motivated School
What makes children tick......andhow you can keep them ticking
without winding them up
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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.
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AFFILIATIONI belong
AGENCYI can
AAUTONOMYUTONOMYI want toI want to
Learner Needs
Alienation
Apathy
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impulsive
cautious adaptable
Personality
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argy-bargy, snooty, sassy, stroppy, touchy, grumpy
bolshy, bossy, scary
nippy-sweetie
Touchy-feely, Nicey-nicey,
happy-clappy, syrrupy, wishy-washy, cagy, fussy, squeaky clean, sweetie-wify,
busy-body
nifty, bendy, bouncy, tickety-boo,
gutsy, feistyfrothy, hunky-dory,
holy, zany,
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cautious
impulsive
adaptable
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impulsive
cautiousadaptable
stuckchaotic
The Arc ofResilience 10
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1
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1
0
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rigid
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adaptable
impulsive
cautious
AFFILIATIONI belong
AGENCYI can
HighHighAAUTONOMYUTONOMY
I want to I want to contributecontribute
The Arc of Autonomy i
Alienation
Apathy
chaotic
rigid
Low resilience
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AFFILIATIONI belong
AGENCYI can
AUTONOMYAUTONOMYI want to I want to
contributecontribute
The Learner Needs& toxins
Alienation
Apathy
Anxiety
Restrictedautonomy
Distortedautonomy
AAcquiescencecquiescence
AngerAnger
CrushedCrushedautonomyautonomy
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The Arc of autonomy
Giving up Wanting your own way
Expressing and asserting self
Wanting to contribute
Giving and taking
Hiding out
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Not getting along
Getting ahead
Giving up,Tuning out
Getting along
Feeling hopeless
Wanting your own way
Expressing and asserting self
Giving and taking
Hiding out
Wanting tocontribute
The Engage-ability Matrix
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A Curriculum for Excellence Outcomes ( responsible/confident)
Getting alongdevelop 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 aheadpractical food preparation (H & W)
Asserting and expressing selfexpress responses to personal and social issues (expressive arts)express their beliefs and values (R and M)communicate their thoughts and feelings (lang)
Giving and takingconsider 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 contributeparticipate 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)
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1. providing opportunities that are motivating 2. modelling motivation 3. tuning into pupils’ emotions4. controlling not colluding, coercing or
crushing, holding the reins just right5. good working relationship with THE CLASS6. controlling the atmosphere7. asking questions about how pupils
experience the classroom
Motivating teaching
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belonging
Engagementshow you care
- value
self determination
Structureshow you trust
-empower
purpose
Stimulationshow you enjoyteaching them
-enthuseSelf belief
Feedbackshow you believe
inform
The energisers - Summary
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Geography lessons became un-missable when Mr Hill was firing on all four cylinders……..
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warm
cold
powerfulweak
The Shower metaphor
soothing
invigorating
energising
draining
exasperating
Unfulfilling
shocking
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pushing
soothing attuning
The Teaching Styles
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pushing
crushing
Teaching styles& Defensive Reactions
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4soothing
over-protecting
attuning
coercive
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Teaching Styles& DefensiveReactions
Soothing
Pushing
Attuning
crushing
pestering
colluding
coercing
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Trashing
Encouraging
The Teaching Styles Matrix
Crushing
Valuing
Blocking
Coercing
Expressing and asserting self
Negotiating
Colluding
Facilitating
SOOTHINGsentimental
PUSHINGHigh perf/impersonal
ATTUNINGPupil centred, dialogic
Crushing
Pestering
Colluding
Coercing
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belonging
Engagementshow you care
- value
self determination
Structureshow you trust
-empower
purpose
Stimulationshow you enjoyteaching them
-enthuseSelf belief
Feedbackshow you believe
inform
The energisers - Summary
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self determination
Structureshow you trust
-empower
helps pupils to recognise their
achievements and feel in charge of their progress
seeks feedback from pupils
communicates empathy through
perspective-taking statements,
apologises when in the wrong,
approaches teaching and learning as a
shared quest
uses rules as a starting point,
affirms pupils’ capacity for self-
direction,
nurtures reciprocity, via e.g. humour, banter
capitalises on pupils’ interests,
clarifies the relevance of outcomes for pupils,
encourages pupils’ questions,
Autonomy support
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AFFILIATION
AGENCY
Engagement
Feedback
Stimulation
Structure
AAUTONOMYUTONOMYThe Energisers & Drainers
Classroom Climates
The motivating classroom
The distorting
classroom
The
restricting
classroom
The coercingclassroom
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What it feels like
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Not getting along
Getting on
The Stances within the Energy for Learning Matrix
Giving up
Getting along
Feeling hopeless
Wanting your own way
Expressing and asserting self
Giving and taking
Hiding out
Wanting to contribute
Quietlyfocused
Energeticallyfocused
Leading
Upset & Angry
Pest
Hiding
Stroppy
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Quietlyengaging
Energeticallyengaging
Harmoniouslyengaging
Alarming & Draining
ExasperatingHiding
Opposing
Dancing in step