alan mclean area principal psychologist, glasgow city council motivating all learners

Alan McLeanArea Principal Psychologist, Glasgow City Council

Motivating All Learners

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

5

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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5

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3

3

1

2

2

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

10

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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9

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3

1

2

2

1

0

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

34 414 21

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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