PART 1: A NEW OPERATING SYSTEM
Chapter 1 The Rise and Fall of Motivation 2.0
Quote: “If you need me to motivate you, I probably don’t want to hire you.” This was a quote from an unknown business leader that directly stated the fact that jobs that require direction are the ones that are not interesting and that jobs that are thought of as interesting depend on self-direction.
Question: The way educational legislation, Ed Code and the Union are set-up, it is nearly impossible to let go of a teacher who no longer finds motivation in the job and needs direction. What can administrators and districts do to keep teachers motivation alive and be self-directed educators?
Connection: Since I started working in my current district, I’ve always believed, as I still do, that we are given a lot of freedom to be self-directed. When I first started, I found it a bit overwhelming for the lack of direction; however I soon realized that my motivation and interest in my students’ success was all the direction I needed. Yet, there are many teachers in my district that are unhappy and have lost sight of their motivation. Given that education is heuristic, Pink states that this can be “devastating” and “impair performance.”
Epiphany/Aha: We need to help find teachers find their motivation. Their motivation to guide students to become creative, critical thinkers. With common core, integration of technology and the transition into the 21st century, we need educators to be motivated and self-directed. As a leader, I need to learn more about this third motivator, known as intrinsic motivation and incorporate it as I support and guide teachers through these changes.
Chapter 2 Seven Reasons Carrots and Sticks (Often) Don’t Work…
Quote: “Meaningful achievement depends on lifting one’s sights and pushing toward the horizon.” This is the line that Pink wrote to conclude chapter 2.
Question: How might we, as educators, begin shifting our instruction to create meaning in achievement that will help our students think long-term to begin envisioning the future?
Connection: “What do I need to know for the test?” “What is going to be on the test?” “How many points is the test worth?” I can’t remember how many times I’ve been asked these questions by my students. My first couple of years, I would provide them the answer to their questions. Yet, for the most part, I wouldn’t see any positive results after providing all the information they needed to succeed on the tests. There were a few that did well, but they didn’t retain the knowledge. I couldn’t figure it out. Looking back, they were focused on the short-term. They wanted to pass the upcoming test, which was their only goal. There was no thought or connection to the long-term.
Epiphany/Aha: We, as educators, have to start this movement. We have to begin thinking long-term, “pushing toward the horizon” in our personal and professional lives. Hopefully, we will see the difference between intrinsic and extrinsic motivation. So, as we’re creating our assessments, planning our lessons, developing relationships with our students and managing our classrooms, we are doing so with a focus on the intrinsic factors, long-term, rather that the extrinsic, short-term factors.
Chapter 3 Type I and Type X
Quote: “According to a raft of studies from SDT (self-determination theory) researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated.” This quote describes Type I behavior. Type I representing intrinsic motivation.
Question: Where and from whom did our students learn this Type X behavior?
Connection: I couldn’t piece together my thoughts while reading this chapter; however Pink helped me when he mentioned the work of Carol Dweck, psychologist and author of Mindset, and Dr. Howard Gardner, Harvard Professor who developed the theory of Multiple Intelligences. I have read, studied and believe in their work. Their work support Type I behavior. I also thought about my students at the continuation high school in my district. Most of my students’ backgrounds have taught them to have Type X behavior, a fixed mindset and don’t realize that they have the ability to learn in different ways. This has created an obstacle in their learning process.
Epiphany/Aha: We need to take a step back. When need to stop, ask and figure out why so many of our students fall under the Type X behavior at a young age. As Pink stated, it is a learned behavior. If we can answer my question, I believe it is until then that we can begin to help our students unlearn and change their mindsets and behaviors.
Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Chapter 1 The Rise and Fall of Motivation 2.0
Quote: “If you need me to motivate you, I probably don’t want to hire you.” This was a quote from an unknown business leader that directly stated the fact that jobs that require direction are the ones that are not interesting and that jobs that are thought of as interesting depend on self-direction.
Question: The way educational legislation, Ed Code and the Union are set-up, it is nearly impossible to let go of a teacher who no longer finds motivation in the job and needs direction. What can administrators and districts do to keep teachers motivation alive and be self-directed educators?
Connection: Since I started working in my current district, I’ve always believed, as I still do, that we are given a lot of freedom to be self-directed. When I first started, I found it a bit overwhelming for the lack of direction; however I soon realized that my motivation and interest in my students’ success was all the direction I needed. Yet, there are many teachers in my district that are unhappy and have lost sight of their motivation. Given that education is heuristic, Pink states that this can be “devastating” and “impair performance.”
Epiphany/Aha: We need to help find teachers find their motivation. Their motivation to guide students to become creative, critical thinkers. With common core, integration of technology and the transition into the 21st century, we need educators to be motivated and self-directed. As a leader, I need to learn more about this third motivator, known as intrinsic motivation and incorporate it as I support and guide teachers through these changes.
Chapter 2 Seven Reasons Carrots and Sticks (Often) Don’t Work…
Quote: “Meaningful achievement depends on lifting one’s sights and pushing toward the horizon.” This is the line that Pink wrote to conclude chapter 2.
Question: How might we, as educators, begin shifting our instruction to create meaning in achievement that will help our students think long-term to begin envisioning the future?
Connection: “What do I need to know for the test?” “What is going to be on the test?” “How many points is the test worth?” I can’t remember how many times I’ve been asked these questions by my students. My first couple of years, I would provide them the answer to their questions. Yet, for the most part, I wouldn’t see any positive results after providing all the information they needed to succeed on the tests. There were a few that did well, but they didn’t retain the knowledge. I couldn’t figure it out. Looking back, they were focused on the short-term. They wanted to pass the upcoming test, which was their only goal. There was no thought or connection to the long-term.
Epiphany/Aha: We, as educators, have to start this movement. We have to begin thinking long-term, “pushing toward the horizon” in our personal and professional lives. Hopefully, we will see the difference between intrinsic and extrinsic motivation. So, as we’re creating our assessments, planning our lessons, developing relationships with our students and managing our classrooms, we are doing so with a focus on the intrinsic factors, long-term, rather that the extrinsic, short-term factors.
Chapter 3 Type I and Type X
Quote: “According to a raft of studies from SDT (self-determination theory) researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated.” This quote describes Type I behavior. Type I representing intrinsic motivation.
Question: Where and from whom did our students learn this Type X behavior?
Connection: I couldn’t piece together my thoughts while reading this chapter; however Pink helped me when he mentioned the work of Carol Dweck, psychologist and author of Mindset, and Dr. Howard Gardner, Harvard Professor who developed the theory of Multiple Intelligences. I have read, studied and believe in their work. Their work support Type I behavior. I also thought about my students at the continuation high school in my district. Most of my students’ backgrounds have taught them to have Type X behavior, a fixed mindset and don’t realize that they have the ability to learn in different ways. This has created an obstacle in their learning process.
Epiphany/Aha: We need to take a step back. When need to stop, ask and figure out why so many of our students fall under the Type X behavior at a young age. As Pink stated, it is a learned behavior. If we can answer my question, I believe it is until then that we can begin to help our students unlearn and change their mindsets and behaviors.
Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.