Educators also need feedback on their impact and this can come through the results that students achieve (either through formative or summative assessments) and through the experience that students report that they are having in the classroom.
Educators can be apprehensive about getting feedback from their students, but who knows better the experience they are having?
Read MoreIf we go back far enough in education, we can see that educators could create a façade behind which the real person could shelter. “Don’t smile before Easter”, comes to mind, as a rule of thumb, for creating an austere persona that could later be softened once students were willingly compliant.
Read MoreOver-focusing on making things interesting or enjoyable for students can turn content or pedagogy into entertainment and run the risk of losing or diluting the learning. This can be a tendency when we do not have a full grasp on how students can be autonomously motivated to do work that is neither interesting nor enjoyable.
Read MoreIf we don’t want our children to develop into adults with an active red zone (and clearly, none of us want that) then we need to minimise and then drop controlled motivation and replace it with support for autonomous motivation.
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