It’s been another week of adapting to change and I’ve spent the weekend recharging. Both my boys have now fully returned to nursery and P1, and I am eternally grateful for the early years staff who have been nothing short of heroic in their care of my wee ones. I’ve been in school four days again this week with senior phase pupils, supporting them with the completion of practical work. And as well as this, I’ve been engaging with learners at home.
For me, it’s been a joy to be back face to face teaching, despite the challenges, and pupils have made really great progress in a short time. For some, possibly more progress in a couple of in-school sessions than throughout the whole home learning period. Which I fear is not for want of effort on the teacher’s (or learners!) part, but perhaps a lack of my own understanding of this really complex issue of motivation to learn. As well as the challenges we are all facing at home during lockdown. To me this highlights the importance of the connection with their teacher and the need for the teacher to be there to guide the learning. Something which I’ve been reminding my team this week to take comfort in – learners really do need their teachers – never underestimate the value you have.
And it has really got me thinking. About learning. About motivation to learn. About assessing learning. And about what we prioritise in our return to school.
Reflecting on my 14 year old self and how I myself might’ve coped with learning from home, I most likely would have been studious, timetable colour-coded and worked as hard as I possibly could to do my best. Was this a pressure from my school? Not particularly. Did my parents put pressure on me to do well? No. I think they only ever asked me to try my best. And I suppose, my ‘best’ was what motivated me. And that achievement, spurred me on to want to do better and to continue to improve. But I know others for whine that wouldn’t have been the case.
So I want to unpick this through my blog this week.
What is it that motivates young people to learn? What drives them to become more knowledgable or be better than they were yesterday? And what can we do to understand this in an effort to increase the motivation of our learners? In every school across the country, I reckon there are huge numbers of highly motivated students, and also those who could do with more motivation. How can we help motivate those who need it most?
A huge part in this, is my belief that as teachers we are there to support all of our pupils to achieve success. Success was what motivated me as a learner. That feeling of accomplishment was the drive I needed to continue to improve. It feels good when we ‘get it.’ Yet, often this desire for pupil success translates into making tasks too easy. Not challenging learners, when indeed pupils love a challenge. Our job is to support and scaffold the learning to make it achievable. And whilst simplifying tasks will allow students to experience success, I fear that this is at the cost of not allowing the young person to experience a feeling of pride. Instead we should aim for ‘High challenge, low threat.’ As Mary Myatt @MaryMyatt talks about.
This low threat aspect, highlights the need for trust and a strong relationship between the novice learner and the expert teacher. I would suggest that we can’t do learning on our own.
‘No significant learning can take place without a significant relationship.’ James Comer tells us.
I’m a strong believer in this. Pupils must trust that we are there to support them and have their best interests at heart. Young people can very easily tell when this is not genuine. They need to feel safe in order to take risks in their learning. We want them to make mistakes so that we can learn from them. Misconceptions are often the best opportunities to learn. We want them to struggle so that they feel accomplishment. And a good teacher builds this relationship to ensure that learners feel like they ‘belong’ in a learning situation in order for them to thrive. Is the online classroom simply too unfamiliar to students despite our best efforts to ‘dissolve the screen’?
A contentious issue is obviously the assessment aspect. Whilst our education system in Scotland is still entrenched in, and values summative assessment, within an arguably flawed model, there is always going to be the motivation of exam results. But I would argue that for many, this just isn’t a positive driver in motivation. Because we all know that learning doesn’t equal performance on any given day. Learning is much more than a snapshot assessed by an exam. Learning is a change in long term memory. It’s moving the thinking from the working memory to the long term memory so that it becomes automatic and understood. So exams don’t always accurately reflect learning. Think of those who often ‘cram’ the night before exams. Or those who fall apart on the day of an important assessment.
The last two weeks in Scotland, have seen learners return to school to complete practical work for assessment evidence. Whilst I welcome the opportunity to work with the young people in school, and feel it’s important for pupils to have these opportunities to work in school, I do worry that this suggests a panicked decision by the government, in which the focus is on the destination and the tick list, not on the journey and the progression. ‘Getting stuff done’ as opposed to embedding real routines for learning. It again highlights the obsession for evidence. And yes, evidence is important but is this our priority right now? And how can we address this?
I feel that if we were to focus on motivating pupils to learn, not just to pass exams, we would be making huge in-roads with this. The passing exams would be a by-product of this. But this is no mean feat. It is a huge undertaking to shift the mindset of learners and teachers, placing a focus on deep learning rather than ‘getting through it.’ Have we become obsessed with what Mary Myatt describes as the ‘curse of content coverage?’ Read here I would argue that whilst we are still rushing to gather evidence and get ‘through courses’ rather than a long term goal of highly motivated learners, then yes we will struggle to close the motivation gap.
This week I finished reading Peps McCrea’s @Pepsmccrea wonderful book ‘Motivated Teaching.’ Read a blog post about this here. This gave me lots to think about and I would really recommend this to anyone who wants to explore motivation in more depth. It really is a fascinating area and one which Peps discusses with much more clarity than I am able to do justice.
So as we focus our attention on the return to school over the next few weeks and months, I really hope that we don’t all rush back into ‘covering the course’ to get stuff done. And instead return to school mindful of the factors which drive motivation. Is this an opportunity to pause, consider what our learners really need in order to ensure they are in a place which maximises the opportunity to learn? I hope we will consider well-being, connection, success and motivation. Because my thinking is that if we get these elements right, and continue to focus on ‘learning,’ everything else will fall into place.
Thanks for reading. I would love to hear your thoughts on this.