Autonomy is the ability to be self-governing, to have independence and the ability to make your own decisions.  A few weeks back, I wrote a post called Happy Teachers, Happy Kids.  In it, I made the case that when we have happy teachers, we can have happy students and part of that formula is to give them back some autonomy in their jobs.  (There is also a video in this post from Daniel Pink about motivation and autonomy which is worth your viewing!)

In today’s classroom, there are many demands put on teachers from the top down as to what to teach, but more constricting is HOW to teach it.  This is not always a good thing.  When teachers are able to make more of the decisions on how to teach something (in a way that is best for his/her students) then the product is most always more successful.

But right now I want to take that a step further.  What about the autonomy we give our students to keep them motivated?

Think about it.  (And when I say that, I’m also talking to myself!)  How much do we demand of our students in a manner that it is taking their autonomy away from their own learning?  In some cases, we may not have a choice and that’s ok.  But when we have the flexibility to give students more choices and control over their learning, we should!

Today I’m keeping it simple.  I would love to hear your thoughts on this.

What does it mean to give students autonomy in the classroom?

How can we provide opportunities for our students to have more autonomy over their learning?

Please – add your comments here!

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prizes, rewards, incentives

I’ve been reading Drive by Daniel Pink and it is amazing.  (I’ll be posting more about this book later this week.)  At the same time, I’m receiving a variety of catalogs in the mail in anticipation for back to school.  On the one hand I am learning about intrinsic motivation: the idea that we have an innate tendency to be challenged and to learn.  On the other hand I am intrigued by the colorful little fun things things I see on the pages of the catalog.  I want to purchase these little toys as rewards and incentives for my students.

And so I am faced with this interesting dilemma.   Will fun, but essentially useless toys be worth the purchase?  Should I go down that road this year?  Or go totally Pink and rethink rewards altogether?

A few months back, I took a class as part of my Arts, Leadership and Learning CAGS degree program through Plymouth State University and my professor, Bethany Nelson warned us against what I’ll call The Seal Effect.  The idea is that if you want a seal to do a trick, entice it with a fish.  The seal will know it’s coming and do whatever you want.  She’d clap her hands together in front of her and move her neck out and up as if catching fish whenever someone would mention rewards.  It was corny and, I’ll admit I rolled my eyes the first time, but it did get me thinking.  When we entice kids with rewards, what is it really doing?  Is it telling them that for everything you do right, you’re going to get a treat?  “What a treat? Do what I ask.”

more toys!

And then there is the reward itself.  My friend and colleague, Beth Cavalier and I have had this conversation a few times about our kids (both our students and our children.)  Her main concern is that when we give these little rewards, students disregard them.  It’s just another toy to marvel at for one moment and lose the next – no biggie.   In other words, they have no real value.  I liken it to the end of the year awards where everyone gets one and no one feels special for what they have truly accomplished.

trophies

One year, in high school at the end of a color guard season, our team ALL received, not just the same award, but we each got a trophy that stated, “Most Improved, Best Performance, Greatest Effort.”  Are you kidding me?  I got the first trophy because I was the captain and as soon as I saw we all got the same, my trophy meant absolutely NOTHING!  You can’t kid me!

I realize there are no absolutes and I understand that some students will treasure the things they have received and hopefully earned as a reward.  But I really believe there is something to this intrinsic motivation and it could hold a huge key to the long lasting motivation of my students.

I would love to hear your opinions on rewards and am looking forward to writing more on this topic focusing more on Pink’s ideas for Thursday.  Please add your comments!

EMP

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The title says it all here.  The question then becomes, “How do you make teachers happy?”

Happy Teachers are Driven Teachers

I would like to take some time to refer to Daniel Pink, a motivational speaker in the business world.  He is an author, consultant and speaker who speaks mostly of business related issues, but his message rings true for education!

Pink’s latest book, Drive, is on my summer reading list, so I haven’t had the opportunity to read it yet, but he has spoken about the topic quite often: What DRIVES people?  What motivates them to work?  Here is a video of his speech centering around motivation:

Autonomy

The one factor that leads to motivation that really sticks out for me is autonomy: the ability to be self-governing, to have independence and the ability to make your own decisions.  This is something that many teachers lack and could possibly be the number one reason why we teachers might be unhappy with our jobs.  If we have no control over what goes on in our classrooms, what is truly driving us?

Beth Cavalier, a teacher on my team in Amesbury and guest blogger in April, wrote about the ways in which she feels freedom in her job as a classroom teacher.  This is analogous to autonomy.  When you understand your structure, but can see the freedom you have, your position in your job can be seen as autonomous.  To get a taste of what this might mean, please read Beth’s post on Freedom in Curriculum Development.

Happy Teachers are Provided For

In the May/June issue of Instructor Magazine, there was a short sidebar titled “Give Teachers What They Need”.  Along with higher pay, a stocked supply closet and school safety, were some key variables that keep coming up in the blog series this month:

• Face time with grown-ups – We need to be able to work with one another, collaborate, and discuss issues.
  
• Professional development that doesn’t put us to sleep – All too often the PD in schools is not effective, dare I say boring.  I hear it all the time from teachers all over the continent!  Happy teachers come out of collegial sharing through PLCs and PLNs
  
• A friendly teachers’ lounge - Who doesn’t want to share their 20-30 minute lunch with people they like and enjoy!  When we can casually connect with our work buddies, our days are much more enjoyable overall.
  

It’s safe to say that teachers yearn to be working in a collegial environment where they are valued as talented, hard-working professionals.  (Who wouldn’t?)

The Final Link
So – the final link is this – When a teacher is happy, due to the pleasant and empowering work environment he or she works in, then naturally the students will see this, feel this and be invigorated by this.

The problem is that this is not happening as often as it should.  Too often we hear of teachers who are stressed out because of a lack of support, a dwindling budget, pressure from NCLB, and a myriad of other factors.  Just the other day, I read a tweet from someone who was questioning his decision to be a teacher.  We really need to think about this!  We need to help ourselves be happy in what we do, remind us why we teach in the first place.

Happy teachers are more effective in their day to day tasks.  Happy teachers smile more.  Happy teachers are more driven to do well.  Happy teachers are what we want in our schools and what we want to be!

Are you a Happy Teacher?  Please join the conversation and post your comment to this article!

Seventh Assignment:

SMILE!  (Even if it hurts!)

Extra credit – find a colleague, share a story and smile together!

Related posts:

1. Teachers We Have Had
2. Arts Teachers
3. T.R.I.C.ing Kids