1. Motivation& Behaviour Management By Mr J Broad 23 rd March 2012 Motivation& Behaviour Management By Mr J Broad 23 rd March 2012 1 1

2. What motives us? Carrots and sticks! If I give you this…. you’ll do that! If you don’t do that…I’ll punish you! Carrots and sticks! If I give you this…. you’ll do that! If you don’t do that…I’ll punish you! 2 S – R bond – ‘Skinner’s rat in a box’ or ‘Pavlov’s Dog’

3. Candle Problem 3 Attach the candle to the wall so that the wax doesn’t drip on the table! What would you do?

4. Solution 4 Key – to overcome a psychological disposition known as ‘functional fixedness!’

5. Rewards - incentives 1 st group Timed to see how long it would take you 1 st group Timed to see how long it would take you 5 2 nd group Offered incentive if they finish in top 25% of fastest times = $5 Fastest of everyone = $20 2 nd group Offered incentive if they finish in top 25% of fastest times = $5 Fastest of everyone = $20

6. How much faster did 2 nd group solve the problem? They didn’t! It took group 2 average of 3 ½ minutes longer WHY? They didn’t! It took group 2 average of 3 ½ minutes longer WHY? 6

7. Incentives ….‘If – then’ rewards Decrease performance because of focus is narrowed Incentives dampen creativity Promote ‘poor’ behaviour (short cuts!) Extinguish intrinsic motivation as they are additive Create a short term thinker ‘Crowd out’ good behaviour – taking bins out! Decrease performance because of focus is narrowed Incentives dampen creativity Promote ‘poor’ behaviour (short cuts!) Extinguish intrinsic motivation as they are additive Create a short term thinker ‘Crowd out’ good behaviour – taking bins out! 7

8. Often doesn’t work and can actually do harm This is one of the most interesting findings in social science for early 50 years and one of the most ignored Not ideal for schools or 21 st century thinking Often doesn’t work and can actually do harm This is one of the most interesting findings in social science for early 50 years and one of the most ignored Not ideal for schools or 21 st century thinking 8

9. Candle problem 9 Same experiment – same groups but what happened this time? Incentives group won by a significant margin! WHY? for dummies!

10. Incentives ….‘if – then’ rewards Effective for left brain, simple tasks - narrow focus is effective Effective for tasks which are not very interesting - this does not inhibit any intrinsic motivation as for boring tasks, there is little or no intrinsic motivation to undermine Effective for left brain, simple tasks - narrow focus is effective Effective for tasks which are not very interesting - this does not inhibit any intrinsic motivation as for boring tasks, there is little or no intrinsic motivation to undermine 10

11. Why is this important? 11

12. Incentives….’now – that’ rewards Incentives/rewards should only be offered once the task is complete and should unexpected (e.g. bonus) Non tangible rewards have an enhancing effect on intrinsic motivation (clarified positive feedback) Incentives/rewards should only be offered once the task is complete and should unexpected (e.g. bonus) Non tangible rewards have an enhancing effect on intrinsic motivation (clarified positive feedback) 12

13. What to praise: Effort, struggle, persistence despite setbacks Strategies, choices Choosing difficult tasks Learning, improving Effort, struggle, persistence despite setbacks Strategies, choices Choosing difficult tasks Learning, improving 13

14. Success with low effort: Avoid these: ‘You got an A without really working. You’re really good at Maths!’ ‘You got an A without really working. You’re really good at Maths!’ ‘You did that so quickly and easily. That’s impressive!’ ‘You did that so quickly and easily. That’s impressive!’ Avoid these: ‘You got an A without really working. You’re really good at Maths!’ ‘You got an A without really working. You’re really good at Maths!’ ‘You did that so quickly and easily. That’s impressive!’ ‘You did that so quickly and easily. That’s impressive!’ 14

15. Success with low effort: Do these: ‘You got an A without really working. You must not be learning very much.’ ‘You got an A without really working. You must not be learning very much.’ ‘You did that so quickly and easily. I’m sorry I wasted your time. Let’s do something you can learn from.’ ‘You did that so quickly and easily. I’m sorry I wasted your time. Let’s do something you can learn from.’ 15

16. Motivation is said to be intrinsic or extrinsic: Intrinsic motivation comes from rewards inherent in the task or activity itself. comes from rewards inherent in the task or activity itself. initiating an activity for its own sake because it is interesting and satisfying in itself. initiating an activity for its own sake because it is interesting and satisfying in itself. Extrinsic motivation Extrinsic motivation come from outside the person come from outside the person doing an activity to obtain an external goal. doing an activity to obtain an external goal. Intrinsic motivation comes from rewards inherent in the task or activity itself. comes from rewards inherent in the task or activity itself. initiating an activity for its own sake because it is interesting and satisfying in itself. initiating an activity for its own sake because it is interesting and satisfying in itself. Extrinsic motivation Extrinsic motivation come from outside the person come from outside the person doing an activity to obtain an external goal. doing an activity to obtain an external goal. 16

17. Intrinsic motivation: Research has found that intrinsic motivation is directly associated with high educational achievement and enjoyment by students. Research has found that intrinsic motivation is directly associated with high educational achievement and enjoyment by students. 17

18. Students are likely to be intrinsically motivated if they: Attribute their educational results to internal factors that they can control - a sense of autonomy Attribute their educational results to internal factors that they can control - a sense of autonomy (e.g. the amount of effort they put in). (e.g. the amount of effort they put in). Believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck) Believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck) They have a clear purpose for what they are doing They have a clear purpose for what they are doing Are interested in mastering a topic for its own sake – not just to achieve good marks. Are interested in mastering a topic for its own sake – not just to achieve good marks. Attribute their educational results to internal factors that they can control - a sense of autonomy Attribute their educational results to internal factors that they can control - a sense of autonomy (e.g. the amount of effort they put in). (e.g. the amount of effort they put in). Believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck) Believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck) They have a clear purpose for what they are doing They have a clear purpose for what they are doing Are interested in mastering a topic for its own sake – not just to achieve good marks. Are interested in mastering a topic for its own sake – not just to achieve good marks. 18

19. Students are likely to be extrinsically motivated by: Gold stars, merits, and other rewards, including money Gold stars, merits, and other rewards, including money Coercion and the threat of punishment Coercion and the threat of punishment Support and encouragement from others Support and encouragement from others Competition – in general this is extrinsic because it’s about winning or beating others, not the intrinsic enjoyment of the activity Competition – in general this is extrinsic because it’s about winning or beating others, not the intrinsic enjoyment of the activity Gold stars, merits, and other rewards, including money Gold stars, merits, and other rewards, including money Coercion and the threat of punishment Coercion and the threat of punishment Support and encouragement from others Support and encouragement from others Competition – in general this is extrinsic because it’s about winning or beating others, not the intrinsic enjoyment of the activity Competition – in general this is extrinsic because it’s about winning or beating others, not the intrinsic enjoyment of the activity 19

20. So …how do you build intrinsic motivation? 20

21. Three main intrinsic needs are the basis for intrinsic motivation 21 Autonomy Competence Purpose Relatedness

22. Autonomy: This is the universal urge to be causal agents of our own lives. Increasing a participant’s options and choices increases their intrinsic motivation Further research found other external factors like deadlines, which restrict and control, also decrease intrinsic motivation. This is the universal urge to be causal agents of our own lives. Increasing a participant’s options and choices increases their intrinsic motivation Further research found other external factors like deadlines, which restrict and control, also decrease intrinsic motivation. 22

23. How do our children feel about this?

24. Mastery: People’s have an innate need for competence ‘Goldilocks tasks’ – balance between what you have to do and what you are able to is perfect (boredom vs anxiety) Flow – autotelic experiences More moments of flow at school/work that in leisure time Turn work into play Clear goals Immediate feedback People’s have an innate need for competence ‘Goldilocks tasks’ – balance between what you have to do and what you are able to is perfect (boredom vs anxiety) Flow – autotelic experiences More moments of flow at school/work that in leisure time Turn work into play Clear goals Immediate feedback 24

25. Promote students’ motivation by promoting the value of the task Identifies the lesson’s otherwise hidden value, helps students understand why the lesson is genuinely worth their effort, and communicates why the lesson can be expected to be useful to them. Promote students’ motivation by promoting the value of the task Identifies the lesson’s otherwise hidden value, helps students understand why the lesson is genuinely worth their effort, and communicates why the lesson can be expected to be useful to them. 25 Purpose

26. Relatedness - Connectedness: This is the universal want to interact, to be connected, and to experience caring for others It is said that the need for relatedness supports intrinsic motivation But in a less key way than autonomy and competence. This is the universal want to interact, to be connected, and to experience caring for others It is said that the need for relatedness supports intrinsic motivation But in a less key way than autonomy and competence. 26

27. Reflection: What is one thing you could do differently in your interactions with your children to foster intrinsic motivation? What is one thing you could do differently in your interactions with your children to foster intrinsic motivation? 27