Motivation in a Secondary Classroom

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When teachers define, create and facilitate positive classroom climates, they must undoubtedly consider how their pupils will be motivated. Adam Boxer (2019) describes motivation as a ‘complicated beast’, with pupils being ‘motivated by a whole host of competing and intertwined factors.’ Your climate will inevitably prioritise the nurturing of pupils’ intrinsic motivation so they find themselves engaging in learning ‘because it is inherently interesting or enjoyable’ (Ryan and Deci 2000). Making use of certain extrinsic motivations to reach that ultimate goal may be necessary in the form of specific praise to encourage desired behaviours (Willingham 2008). As you watch this video of classroom practice, consider how the teacher: talks about circling to identify useful responses to be shared more widely uses praise to build pupils' confidence supports pupils to improve their answers signals that she's seen a student who's waiting for her support varies her questioning to e

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This Post Has 8 Comments

  1. A
    Abul Kalam Aziz

    The video is useful for understanding intrinsic motivation in a different context/setting being applied.

  2. G
    George Nsiah

    Great pieces of advice on the use of ‘circling’ to engage all learners. Thanks for sharing

  3. A
    Angela Murphy

    Thank you. I enjoyed this. Questioning – so very crucial and complex. So much to learn from observing the practice of others. I love analysing use of questions through observation.

  4. J
    James Crawford

    It’s interesting comparing the similarities and differences between primary and secondary motivation. Having completed my ITT for primary, I can see how I could easily transfer the pedagogy to secondary.

  5. W
    William Risbridger

    Could somone please give a precise definition of ‘circling’? The video doesn’t explicity explain the concept. Thank you in advance!

    1. H
      Hannah Tyreman

      Hi William, circling is just when a teacher spends some time moving around the classroom during an activity, observing what students are doing/saying to give them a sense of how pupils are getting on with the learning. This teacher just talks about taking this further – as they circle the room, if they hear a fantastic response, especially from a quieter student, they will just give them a warning in advance that they’ll be calling on them to share their response with the rest of the class.

  6. M
    Mrs Sally Ann Wilcher

    Will be adding this to my references for supporting staff in their CPD to gain the most form good practice


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