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

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Similarly, I may look to draw upon my own examples of failure to show to students that failure provides an opportunity to restart.

Dylan Wiliam, Emeritus Professor of Educational Assessment at UCL I can't remember when I have ever read a book that takes such complex ideas and communicates them with sophistication and simplicity. You don’t have to be interested in this for the book to be useful, but it gives the book a solidity that I welcomed.There's a telling passage early on in Mccrea's latest: "Today's children are expected to learn things that took humankind centennials of accumulated endeavour to understand". Set realistic performance goals and help students achieve them by encouraging them to set their own reasonable goals. One way I might look to spotlight improvement is getting my Year 13’s to revisit a piece of writing they produced at the start of their A-level course.

It not only yields more positive behaviour in students, but it also contributes to a greater sense of wellbeing. It also opened my eyes to the immense amount of time and energy it takes (before, during, and after! All these approaches may have sometimes motivated students, they are attracted attention to the reward itself, not the brilliant knowledge they acquire in the lesson. It’s more challenging than usual to have meaningful interactions this term, but online office hours, discussion boards, and interactions during synchronous classes have helped me feel connected to my students, which fosters my motivation to learn with them. One strategy that struck me because of its simplicity but also because of its power in changing the atmosphere in a classroom, is to emphasise and narrate what we want to see rather than what we do not see.

When students know what is expected of them on an activity, and have clearly defined goals, they are more likely to experience high expectancy (Pajares, 1996). Studies assessing motivation in physical education found that enjoyment is a valuable predictor of two situations – a child’s willingness to begin a physical activity, and how long they will maintain it once it’s begun (Navarro-Patón, 2018). When schools focus on behaviour at the expense of motivation, they can quickly find themselves drawn towards a culture of superficial compliance, of being satisfied with suppressing bad behaviour.

Motivation in classroom enhances their performance in all aspects of their school work and helps them become goal-oriented, motivated individuals in life. Then we spoke about making teaching memorable, and this time around we add a key piece to the puzzle of learning in the form of motivation, with the release of Peps new book: Motivated Teaching. While applicable to many domains, the theory has been commonly used to understand what moves students to act and persist in educational settings.Similarly, when assessing pedagogy in physical education, a Public Health study found that class settings, a sense of connectedness, and social dynamics need to be considered if educators are to enhance pupils’ motivation, self-determination, and engagement (Lamb and Kirk, 2021).