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

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Teachers and education leaders will be no stranger to Peps McCrea: his book Memorable Teaching helped us make the learning stick for students. Overall, a balance between quality time with students and time away from teaching keeps me motivated. However, when you find your students need a nudge forwards, offering small incentives can help make learning fun. When students have fun and find success, they experience improved self-worth and self-belief, which are key drivers in developing a self-summoned desire to achieve. Also consider holding “open-door” meetings, where every teacher has the option to attend and listen during meetings, even if they are not directly involved.

It can be challenging to motivate children, but we have collated seven tried-and-tested strategies for you to try in the classroom. Guay suggests that educators should encourage children to express their emotions, and share their experiences towards learning. In doing so, they are unfazed by possible distractions, and are therefore able to maintain their attention during longer periods of time.

It’s motivating for me to witness students feed off my passion with their own expressions of empowerment, helping them to see a way to apply their energies, their passions and their new knowledge to become changemakers.

When the work is under the visualiser, I’ll address the highlighted points and explain why I have highlighted them. Just as we would model how to tackle a question on lesson content, it would be equally important to model and show behaviours we expect in the classroom. Finance is provided by PayPal Credit (a trading name of PayPal UK Ltd, Whittaker House, Whittaker Avenue, Richmond-Upon-Thames, Surrey, United Kingdom, TW9 1EH).Cameron (2001) argues that external motives can promote children’s willingness to learn, and that they are not harmful to students’ intrinsic motivation. Whenever I learn that students have changed their attitudes towards statistics to from apprehension to enjoyment, I feel proud and accomplished. We need to tease out the most powerful insights that persist across fields, codify them in ways we can talk about in the staffroom, and translate them into practices we can deploy with Year 9 on a hot Friday afternoon. Hannah has worked as a classroom teacher, English subject lead, and specialist leader in education, with over 11 years experience in the sector. For example, I might find it difficult to concentrate on my Maths lesson but not on playing a computer game later.