next steps with etwinning plus teachers: the key to building on their enthusiasm
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Next steps with eTwinning Plus teachers: The key to building on their enthusiasm. Michael O’Donnabhain Central Support service. Krakow, 27 th September 2013. Overview. What is motivation? What motivates me? What motivates teachers to do eTwinning? - PowerPoint PPT PresentationTRANSCRIPT
Next steps with eTwinning Plus
teachers: The key to building on their
enthusiasm
Krakow, 27th September 2013
Michael O’DonnabhainCentral Support service
Overview
What is motivation?
What motivates me?
What motivates teachers to do eTwinning?
What are the demotivating factors for (eTwinning) teachers?
Which strategies can we use to overcome motivational barriers?
Understanding teachers’ motivations and constraints
What is motivation?
An internal state that arouses, directs, and maintains behaviorFrom Latin moveō – I move
حافزmotivasiya
motivație
мотивация
мотиваціяმოტივაციაմոտիվացիան
Intrinsic motivation
Sense of achievement
Rising to the challenge
Pursuit of personal interests
Exercising your capabilities
Sense of ‘intrinsic’ reward
Enjoyment of the task & the sense of accomplishment it brings
Extrinsic motivation
Motivation is created by ‘external’ factors – such as:
Reward
Punishment
Not interested in the activity for its own sake
What motivated you to . . .?
Get out of bed this morning?
Come to Krakow?
Join the eTwinning/eTwinning Plus team?
Smile when you entered the room today?
The most important question is . . .?
WHY? But, why?
لِماذا
почему?
de ce? pourquoi?
ինչու
?რატომ
чому?
What motivates you intrinsically . . .?
Hobbies
Personal goals
Study
Family
Health
Professional Development
Another angle to motivation?
Maslow’s Hierarchy of Needs
Yeah, but what about . . .?
What motivates teachers to do
eTwinning?
www.etptraining.wikispaces.com
Right-hand side Krakow Workshop
http://answergarden.ch/view/67615
What motivates teachers to do eTwinning?
Recognition/Reward
Sense of Achievement
Being able to help others
Pay
Opportunity to travel
Doing a good job
Professional Development/Career progression
What motivates teachers to do eTwinning?
Socialisation with peers outside classroom/school
Thirst for knowledge
Frustration at doing the ‘same old, same old’
Outlet for creativity
Status within a teaching community (formal or informal)
An opportunity to be networked
User-friendliness of eTwinning
Extrinsic motivation (because the Head told me to . .)
What are the demotivating factors
for (eTwinning) teachers?
www.etptraining.wikispaces.com
Right-hand side Krakow Workshop
http://answergarden.ch/view/67619
What are the demotivating factors for (eTwinning) teachers?
Technical problemsPartners not responding
Lack of institutional supportLanguage barrierTime constraints
Breakdown in recognitionPersonal problems (eg. at home)
Run out of ideasDon’t know where to start
Lack of interest
What are the demotivating factors for (eTwinning) teachers?
Which strategies can we use to overcome
motivational barriers?
www.etptraining.wikispaces.com
Right-hand side Krakow WorkshopTricider on Strategies
http://tricider.com/brainstorming/16QZm
Motivation according to Google images
The reality for most teachers . . .
Some ideas from Scott Thorbury
The marketisation of education
Terms such as ‘outcomes’, ‘value added’, ‘knowledge transfer’, ‘the knowledge economy’ and above all ‘accountability’ have become part of the day-to-day vocabulary of education.
Gray, J.and Block, D. 2012, ‘The marketisation of language teacher education and neoliberalism: characteristics, consequences and future prospects’, in Block, D., Gray, J. & Holborrow, M. (eds.) Neoliberalism and Applied Linguistics, London: Routledge.
The marketisation of education
“It can be hard not to feel that one is just a … cog in a machine --- So, not surprisingly, in this work one begins to wonder: How do I really matter?”
The professional life cycle of teachers:
1.Novice – surviving2.Mid-career – stabilization, experimentation,
taking stock3.Late-career – serenity, disengagement
Huberman, M. 1989. The professional life cycle of teachers. The Teachers College Record, 91, 1, 31-57.
Some ideas from Todd Whitaker
The Role of the Leader/PSA/NSS
Understanding Staff Dynamics
Three types of teachers:
Superstars- these represent the top 3-10% of teachers in a school. They are often effective and respected by their peers. These are your teacher leaders. Know they want two things: autonomy and recognition.
Backbones- good, solid teachers and are the heart of the faculty. Good stable hardworking teachers.
Mediocre- if they left, they could be easily replaced.
When dealing with school morale, start with your superstars. Most want to start with the disgruntled but- when the leaders are not happy, then everyone is unhappy.
The Role of the Leader/PSA/NSS
The leader is the one responsible for the climate. Be visible - online, by phone, school visitsKnow your teachers strengths and respect a variety of approachesKnow your teachers - beyond the school, social media – online portfolios/profilesCommunication is keyHave a positive approach to motivating teachers
The Role of the Leader/PSA/NSS
People do not want to be heard, they want you to listen
Be aware of watching clocks, being distracted, not making eye contact and working while they are talking to you.
It is important to show sincere interest.
“Quand tu veux construire un bateau, ne commence pas par rassembler du bois, couper des planches et distribuer du travail, mais reveille au sein des hommes le desir de la mer grande et large.
If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea.”
Antoine de Saint-Exupéry – ecrivain/writer
Image by Alain Bachellier