02. CPD Strand: Motivation by Nardin Thabet

02.

CPD Strand: Motivation

OVER THE COURSE OF LENT AND SUMMER TERM 2022 MATT GODFREY (DEPUTY HEAD) SPEARHEADED A NEW MODEL OF CPD IN WHICH COLLEAGUES SPENT TIME OVER THREE CYCLES FOCUSSING ON A SINGLE TOPIC, IN THE FIRST INSTANCE STUDENT MOTIVATION.

IN THIS ARTICLE, ANDREW ATHERTON (DIRECTOR OF LEARNING AND RESEARCH) OFFERS AN OUTLINE OF HOW THIS MODEL WORKED AND NARDIN THABET (TEACHER OF MATHS) OFFERS SOME THOUGHTS OF HER OWN ABOUT MOTIVATING STUDENTS.

In 2021 the EEF (Education Endowment Foundation) undertook a substantive examination of what makes professional development effective. Recognising its crucial importance in maximising teacher efficacy as well as pupil outcome, the EEF investigated a huge range of articles and research surrounding what makes great CPD. A core finding from their work, as well as the broader field of study, is that CPD is at its most effective when there is opportunity for its ideas to be embedded back into the classroom. There should be opportunities for reflection but also to take action. What change in my practice can I make? How might I evaluate it and when? How can I share these findings with other colleagues? These are all crucial questions.

With this in mind, Downe House has innovated a new model of CPD which has built into it opportunities to hear from colleagues and share best practice before implementing and trying out some of the ideas within Departments, and then coming back to reflect as a whole academic community:

In our first strand we looked at the topic of pupil motivation and we heard from a number of colleagues about what strategies work best for them. Below Nardin Thabet (who kindly volunteered to share some of her top tips with colleagues in Cycle 1) summarises her key takeaways.

Motivating students is what teachers do, though I have found most students at Downe House have good levels of motivation, and the rest can be reached with some guidance and a little nudge in the right direction. For me, the most important aspect of student motivation is to assure them that they are very much liked. I really enjoy it when girls tell me that they “know” they’re my favourite. Making each girl or class believe that they’re my “favourite” is a winning strategy and makes for a fun and accepting work environment. The second most important aspect is caring for the students – and I do that by having high expectations and uncompromising rules and consequences when these are broken. Lucky for me, the girls seem to appreciate this and understand that I do this because I believe they can rise to these expectations.

The third aspect of student motivation for me is to build on their subject confidence. I focus on effort and set clear and achievable targets. I plan all my tasks very carefully to help them succeed one step at a time, and discuss with them what hard work, practice and perseverance look like. And, lastly, the last aspect for me in building student motivation, is building their confidence in me. I want them to trust me. To trust that every class discussion, activity, or extension has been thought through and is designed to help them make progress – that there is a reason for every prep set and every piece of advice given. This is probably the hardest aspect to achieve; and I can’t say I’ve achieved it with every class or every student – but when this last factor is there the results are truly amazing. Nonetheless, I try my hardest, but I don’t believe it’s all up to me. They are responsible for their choices. I always tell the girls that “my conscience is clear – I’ve done all I can, and the rest is up to you”.

DOWNE HOUSE HAS INNOVATED A NEW MODEL OF CPD WHICH HAS BUILT INTO IT OPPORTUNITIES TO HEAR FROM COLLEAGUES AND SHARE BEST PRACTICE