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this by breaking down content into manageable chunks and pitching it carefully to be just within reach of our learners. 3 MAKE IT ECONOMICAL We are motivated by doing less! We are naturally economical beings, and will quite sensibly avoid wasting resources. The best way to reduce the costs of decisions and ongoing effort is by building routines. Routines can be both behavioural and instructional – how pupils enter the classroom, and how we manage classroom discussion, for example. The more familiar the experience, the less pupils have to think about the process, allowing them to think more about the content. 4 MAKE IT NORMAL We are motivated to conform. We take cues from what those around us do and expect. The best way to leverage this is to amplify those behaviours that we want to encourage and attenuate those we don’t. Call out instances where you see desired behaviour. Highlight just how many people are doing this, and tell stories of the great attitudes demonstrated by other classes. Don’t highlight occasions where many people aren’t doing what you want, as they will take it as a sign that this is socially acceptable. 5 MAKE IT ‘IN’ We conform most strongly when we feel part of a group. Belonging is a powerful catalyst for motivation. Build motivation in your classes by uniting pupils around a common purpose. Ensure that everyone is included, and where possible, has a role to play where their voice and contribution is valued by the whole group. Take care when providing critical feedback, so that pupils don’t interpret it as a sign of not belonging. 6 MAKE IT THEIRS We are motivated most when we feel we have had a choice, or at least signed off on our actions. Over time, help your pupils to understand the nature of motivation, what influences it and how they might develop greater control over their own behaviours. This will take time but is well worth the effort, because being able to motivate yourself – as most of us are well aware – is a superpower that extends well beyond the school gates. So, there you have it – a whirlwind tour of the Science of Motivation. Combined with great instruction, it has the potential to increase your impact, expertise and satisfaction in the classroom. COMING SOON If you enjoyed this article and want to learn more, look out for Peps’s forthcoming book, Motivated Teaching, due for release in February 2020. Readers can pre-order now via Amazon using the link amzn.to/ mot-book teachwire.net/secondary IN BRIEF The six principles and main strategies contained in Peps’s new book, Motivated Teaching, due for publication in March 1.Make it VALUABLE → Prioritise proficiency 2. Make it EXPECTED → Sow success 3. Make it ECONOMICAL → Run routines 4. Make it NORMAL → Amplify approval 5. Make it ‘IN’ → Build belonging 6. Make it THEIRS → Devolve direction ABOUT THE AUTHOR Peps Mccrae is an award-winning teacher educator, designer and author. He is Dean of Learning Design at Ambition Institute, author of the High Impact Teaching series, and holds fellowships from the Young Academy and University of Brighton. Peps has three Masters degrees, two lovely kids, and multiple distracting tattoos (which he’ll tell you all about after a couple of beers). Visit pepsmccrea.com for the full shebang. 61 B E H AV I O U R