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Staff who have lost their motivation (1 of 2)
1. Find out what used to motivate them (before the fall)
2. Hear their story: don’t judge but don’t collude too much
3. Vary your methods: e.g. advise & mentor (if teacher lacks options); coach (if the issue is more about motivation than competence)
Staff who have lost their motivation (2 of 2)
4. Focus initially on small steps & quick wins: high impact / low prep changes that build confidence and momentum
5. Explore deliberate practice and the idea that when trying a new approach, they probably won’t ‘nail it’ first time (e.g. 2 finger to touch typist analogy)
6. Explore mindset and beliefs: (e.g. beliefs about making mistakes, fixed ability vs learning and growth)
Mentor: e.g. share ideas & encourage. They choose
from 2 or 3 agreed options.
Delegate: eg. specific tasks like peer mentoring & project mgt. Innovation & autonomy.
Direct: e.g. SMART targets, small steps & quick wins.
Detailed planning required.
Excite: e.g. discuss former motivations. Explore what
‘better’ would look like.
Motivational approaches
Low Skill High Skill
Low Will
High Will
Skills / Wills Index (Landsberg, 1997)
CAB: Clarify
Action BenefitsStandout Moments
Stop – Start – Continue
Time-line coaching
Coaching
Models
* What could you do to improve student
motivation or engagement?
* What are the benefits of improving? * How will you know when
things are improving?
* When have you done something similar to this? * Which bits
worked well?
* What’s the first small step you could take? * When will you start & then what will you do?
The future
The past
The present
The issue
ImagineRemembe
r Act
Time-Line Coaching Model
Bob Craig 2014
Vowing• Unclear about the need
to change• Big plans, resolutions &
‘great’ ideas that never happen
• Drive, zeal and commitment soon quashed
Doing• Clear about the
benefits of changing• Low preparation, high
impact changes to create momentum
• Small, achievable steps to build confidence
“Some people are immovable, some people are movable and there are people who move” Benjamin Franklin
Make habits, not resolutions
Time
Skill
no deliberate practice
ue to mg a change
deliberate practice
adapted from Geoff Petty, 2002
Possibility of a dip in performance the 1st time a new approach is used
Deliberate practice (1 of 3)
The ‘aggregation of marginal gains’ relates to how small improvements in a number of different aspects of
what we do can have a huge impact on overall performance.
(Sir David Brailsford, GB Cycling coach)
Deliberate practice (2 of 3)
Deliberate Practice (3 of 3)
Fixed Mindset
• Effort is pointless: either you can do something or you can’t
• Give up easily• Don’t risk failing• Stick to what you know• It’s all about the end
result and looking smart
Growth Mindset
• Effort is essential for learning, developing skills and achieving goals
• Try again, differently• Failure is no longer trying• Leave your comfort zone• Learning from mistakes
is important too
Deterministic view of the world
Free will and personal freedom
Based on ideas of Carol Dweck
Peer observations – a missed opportunity? (PO1)
• Teachers see the benefits of observing their peers in an ‘appreciative’ manner
• Most curriculum managers, SMT and OFSTED inspectors see the value of a vibrant peer observation process
• Yet most colleges do not have an effective peer observation process
THIS DOESN’T MAKE SENSE
Decisions & questions (PO2)
• Mandatory or recommended practice?• Top down or bottom up?• Cross curricular or departmental? • What should be recorded and where?• Just between the two parties or shared
with others?• ‘Appreciative inquiry’ or constructive
criticism?
Decisions and questions (PO3)
• Pairs, squares, triads?• Open door option or scheduled
observations only?• One pre-agreed focal point or see
what happens?• Agreed time frame (e.g. 20 minutes)
or natural break point?
Combating the “I haven’t got time” barrier (PO4)
HoD decisions
approval to start class a little late or
finish a little early combine classes for the
short period in question administrator, LSA,
technician to sit with class grant TOIL
Teacher decisions
cover your ‘oppo’ so they can observe a peer
they do the same for you set learners an
unsupervised task is there a trainee teacher
who can cover for a short period?
(3 x 20 min obs) + (3 x 20 min follow-up conversations) = 2 hours per term
Is there a better 2 hours spent on CPD?
What will I do & when will I do it?
What do I hope will happen?
How will I refine &
embed this?
How will I know what’s
worked?
Innovation
Projects
Start here
