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Keeping Teacher Motivation Alive and Well (c) AnneDwyer 2015.

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Presentation on theme: "Keeping Teacher Motivation Alive and Well (c) AnneDwyer 2015."— Presentation transcript:

1 Keeping Teacher Motivation Alive and Well (c) AnneDwyer 2015

2 What kind of life do you want to have? Lack of motivation and lack of enthusiasm are two of the main reasons for failure and of living a mediocre life. (c) AnneDwyer 2015

3 Want to improve your life? If you wish to improve your life, you need to awaken motivation and enthusiasm. Tell yourself, over and again, how much you lose by their absence, and how much you gain by having them. YES, you can (c) AnneDwyer 2015

4 Sources of demotivation: which apply to YOU? Lack of faith in one's abilities. Fear of failure, due to failure in the past. Fear of what others might say. The habit of procrastination. “Laziness”. The feeling or belief that there are other more important things to do. Being too stressed or nervous. Absence of enough stimuli or incentives. (c) AnneDwyer 2015


6 MOTIVATED? (c) AnneDwyer 2015

7 Research shows … M astery A utonomy P urpose Remember … only follow Motivation Theories that motivate YOU! (c) AnneDwyer 2015

8 Once the money issue is OFF the table! The ‘secret to motivation is to keep the money issue off the table’ … (Pink) … tell that to the government! (c) AnneDwyer 2015


10 REDUCE your STRESS Amy Cuddy – power pose for 2m Yeah! Hand movement Breathing 4 – 3 - 7 Meditation Positive Thinking (see story activity at the end of this ppt) Go for a walk! Play volleyball! Sing in a choir! … speak German Food (c) AnneDwyer 2015

11 TELL a STORY Positive thinking … positive outcomes (c) AnneDwyer 2015

12 REDUCE your Workload Create more time … improve efficiency Hands Up … correcting: Like? Tired of? Do you ever find correcting – inspiring? Interesting? One of the secrets to the ‘Reforma Educative’ that I took on board was “self-evaluation” And “peer evaluation” (c) AnneDwyer 2015

13 Decision Fatigue!! As Ts we are making decisions all the time (especially when grading student work) … SOLUTION? Quiz/Test: STUDY + Pre-Evaluation + CORRECT in Class (Peer Correction?) + hand back + reflection … ALL you do is to a) CHECK for errors and cheating “different feeling” and b) read the pre and post self-evaluations (c) AnneDwyer 2015

14 Remember Great things never came from comfort zones Together we achieve more (join a blog/forum where teachers are exchanging materials) Don’t be the same, be better Love what you do, DO what you love Find Models to follow Create anchors (actions that help you remember what helps, what to do) (c) AnneDwyer 2015

15 BUILD a TEAM Role Models (look and find) Music (remember a couple of tunes that energise/motivate you) Content “Ask an interesting question and you get an interesting answer” USE content that genuinely interests your Ss (and you as well, if possible) WOW! (Look for and create ‘WOW’ moments) (c) AnneDwyer 2015

16 BE SMART with your objectives Specific Measurable Attainable Relevant Time-Based (c) AnneDwyer 2015

17 MOTIVATE your COLLEAGUES HOW? Confirmation Appreciation SMILE (c) AnneDwyer 2015


19 4 elements of motivation (c) AnneDwyer 2015




23 TELL A STORY … Divide the delegates to pairs. If you have an odd number of delegates use a group of 3. Ask a volunteer in each group to tell a story of something bad that happened to them recently or years ago. Consider the following: – It can be work-related or personal. – It should take a maximum of 5 minutes to share. – It should be something that people can easily share and talk about without feeling uncomfortable. The partner who told the story should now state what good came out of the experience. Each person’s partner should then help the other person in exploring these positive results. Allocate 5 minutes for this part. Swap roles and repeat the exercise by first explaining a negative experience and then looking for positive outcomes. After 10 minutes for the second round, bring everyone back together. Ask delegates to state what they thought of looking for positive results and discuss accordingly. Note that they don’t have to share their experience with everyone as this can take a considerable amount of time and might also be uncomfortable for some to be scrutinised by a lot of people. Instead, your aim is to get them confirm their ability in identifying positive outcomes in a negative experience, however negative it might have been. Follow with a general discussion. (c) AnneDwyer 2015

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