Prof. Dr. Maarten Vansteenkiste

Ghent University

Contactadress: Maarten.Vansteenkiste@ugent.be

www.psych.rochester.edu/SDT

www.vopspsy.ugent.be

www.selfdeterminationtheory.org

Copyright ©

Mustivation or Wantivation?

The Role of Professors / Teachers and Principals

as Motivating Coaches

Aims

• Providing greater insights in students’ motives for putting effort in

their studies

• Stimulating the discussion and reflection about a motivating teaching

style

• Providing a number of concrete examples how to nurture students’

motivation and engagement

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Overview

1. “Why people do what they do”

3. How to “create” a motivating environment?

Theme 1: How to promote participation and engagement in class?

Theme 2: How can you introduce guidelines in a motivating way?

2. The nutrients of growth: The role of basic psychological need satisfaction

Copyright ©

Prof. Edward Deci

(University of Rochester, NY)

Prof. Richard Ryan

(University of Rochester, NY)

Self-Determination Theory

Copyright ©

Copyright ©

www.selfdeterminationtheory.org pag. 5

www.vopspsy.ugent.be pag. 6

Copyright © pag. 7

Copyright ©

Dialogue

At home: dialogue beween mother and 5-year old child

Please take the role of the child

Child: No, I don’t like to eat fish!

Mother: Come on, don’t exaggerate! It is only a small piece of fish!

Child: A small piece? This is really a big piece, look!

Mother: Rachel, we will not argue about it again. If yo do not eat your fish, you won’t

get a dessert.

Child: This is not fair! You try to force me! You don’t like red cabbage either!

Mother: We do not eat red cabbage today. We are eating fish. And you don’t have to

shout so loud and to make such a big deal of it. You could already have eaten it

three times!

Child: Should, should, should … my life is full of shoulds! I always have to listen

here! You always want to be the boss (and Rachel runs away from the kitchen table)

Mother: Well, if you can not show any respect for what I’m cooking, you don’t get a

dessert!

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How do you feel as a child after this conversation?

Child does not feel understood because her complaint gets

‧ … minimalised

‧ … denied

Mother and child don’t talk with but next to each other; the situation is

escalating as the mother starts to threaten the child

The conversation turns into a battle and the child is becoming defiant

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Dialogue

At work: dialogue between teacher and principal

Teacher: I don’t look forward to implementing these changes. This is just a

tough duty and I already have so much work to do.

Principal: Come on, this task will not be that annoying. These changes are

really important. You will have done the task quickly once you get started.

Teacher: Do you think so? It will easily take a couple of hours to get familiar

with these new things.

Principal: A few hours? But can’t we expect this from a professional teacher?

These changes were recommended by the inspectorate and I don’t have to

explain to you that a negative evaluation may follow if we don’t implement

them. By the way, you also need to learn to do some things against your will.

Isn’t that what you expect from your students?

Teacher: This may be the case, but do you need to do a lot of things against

your will?

Principal: No, that is true but that is precisely why I decided to become a

principal. Come on, don’t make such a fuss of this task. Just get it done. You

will be happy once it is over. Copyright ©

How do you feel as a teacher after this conversation?

Teacher does not feel understood because his/her complaint gets

‧ … minimalised

‧ … denied

Principal does not get a true insight in the reasons for the resistance; no

real connection; the teacher may even feel isolated

The conversation almost turns into a battle

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Motivation < movere or “to move” = movement

Which factors get people to take action

What are the reasons or motives underlying behaviour

Has the type of motive an influence on ...

Engagement?

Procrastination?

Fear of failure? Performance?

Drop-out?

Rule-compatible behavior?

Challenges for a motivation psychologist

Engaged

students

EXPERTISE / KNOWHOW

- (Technical) up-to-date knowledge of

subject

- Proficiency in subject

- Teaching experience

MOTIVATIONAL EXPERIENCE AND

INSIGHTS

- How to stimulate students?

- How to transfer knowledge?

- How to increase their ability to solve

problems?

Necessary, but not sufficient Necessary, but not sufficient

Transfer of correct knowledge in a

stimulating way

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Exercise 1:

A motivating and demotvating teaching style

We ask you to reflect for a little while about your own teaching practices.

Undoubtedly, there are days during which you manage to motivate your

students, while there alsoy days that you found it more difficult to get

your students going. Please answer the following two questions:

•What did you do exactly when you managed to motivate your

students?

•What did you do when you rather demotivated your students?

Please provide two examples for each.

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PART I:

“Why people do what they do”:

Why do students learn?

Why do they follow rules?

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Exercise 2: Combine & label

Try to combine different types of motives

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1

2

3

4

5

helemaal niet belangrijk

heel belangrijk

1) … because that is what others (parents, friends, professor) expect of me 1 2 3 4 5

2) … because I understand the relevance of the learning material 1 2 3 4 5

3) … because I would feel guilty otherwise 1 2 3 4 5

4) … because I find the material to be very interesting 1 2 3 4 5

5) … because I understand the usefulness of what we learn 1 2 3 4 5

6) … because I have no other choice if I want to get good grades 1 2 3 4 5

7) … because I have to prove myself I’m smart enough to pass 1 2 3 4 5

8) … because I’m curious to learn more about the topic 1 2 3 4 5

A good reason for me to put effort in my studies is …

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Pleasure,

passion,

interest

Personal

relevance,

meaningful

Punishment,

rewards,

expectation

Shame, guilt,

self-worth

Why are you putting effort in your studies?

‘because teachers

expect me to’

‘because my parents

would be

disappointed in me if

I got bad grades’

‘to prove that I can

manage my studies’

‘because I would

feel guilty otherwise’

‘because the subject

is meaningful to me’

‘because I’ll be able

to use the material in

my professional life '

‘because the subject

fascinates / interests

me’

‘because the tasks

challenges me’

Autonomous

Motivation

“Wantivation”

Controlled

Motivation

“Mustivation”

Pressured, stressed, conflicted Sense of psychologically freedom

Pleasure,

passion,

interest

Personal

relevance,

meaningful

Punishment,

rewards,

expectation

Shame, guilt,

self-worth

Why do you comply with the rules during class (e.g., being silent, not using your

smartphone)? Because …

‘I get sanctioned if I

don’t do so’

‘I should behave like

a model student’

‘I think these rules

make sense; I can

better pay attention

during class’

‘because the rules

are interesting to

me’

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process of internalisation = ownership of norms

Some students lack motivation, don’t they?

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WHY PEOPLE DO WHAT THEY DO?

“Wantivation” vs. “mustivation” = quality of motivation

amotivation

= lack of motivation = quantity

= sense of helplessness because of low self-confidence

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WHY PEOPLE DO WHAT THEY DO

Autonomous

Motivation

Controlled

Motivation

External or internal

pressures

Interest, commitment, value

“Mustivation” “Wantivation”

Discouragement,

Helplessness

Amotivation

“Unable”

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Which motivational profile do students display during a

grading vs. non-grading class?

Krijgsman, C., et al. (2016). Motivational experiences as a function of grading in physical education: A Self-Determination Theory

perspective. Manuscript submitted for publication.

Prediction:

During a class when students are graded, they display …

1. … more controlled and less autonomous motivation

2. … more controlled and more autonomous motivation

3. … less controlled and more autonomous motivation

4. … less controlled and less autonomous motivation

During a “grading class”, students report …

- more controlled motivation

- less autonomous motivation

- amotivation and test anxiety

The frequency of grading likely impacts on the type of

motivation that prevails

Krijgsman, C., et al. (2016). Motivational experiences as a function of grading in physical education: A Self-Determination Theory

perspective. Manuscript submitted for publication.

The fundamental distinction within SDT is that between

autonomous or wantivation and controlled motivation or

mustivation.

This distinction applies to

- study behavior ~ learning content

- following rules ~ class management

Implication for practice: Teachers & school principals =

Encouraging autonomous motivation = indicative of the growth

potential of every student

Proposition1:

Beyond a purely quantitative approach of motivation

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What about your own motivation?

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Interest, pleasure,

passion

Insight, meaning,

added value Punishment, reward,

expectation

Shame, guilt, self-

worth

Why do you make an effort to implement recommended changes?

‘because the

inspection team

expects me to do so’

‘because the school

will get sanctioned

otherwise’

‘I would feel I was

being disloyal to the

principal’

‘because we have to

prove that we are

“model students” that

comply with

recommendations”

‘because this innovation

is of added value’

‘because I think it is a

meaningful change, at

the benefit of the school

and its students’

‘because I like to try

out new things’

‘because I’m curious

to find out how the

students will react to

this change’

External pressure Internal pressure Personal meaning Curiosity

process of internalisation = acceptance of change = ownership

Autonomous

Motivation

“Wantivation”

Controlled

Motivation

“Mustivation”

SDT is not just a theory about student motivation, but also

about personality functioning, including the motivation &

personality of the teacher, student counselor and school

principal.

Implication for practice: The teacher / professor /

counselor can stand in front of the mirror and question

his/her own motivational functioning.

Proposition 2:

From the student to the teacher

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Does the quality of motivation matter?

Wantivation versus mustivation

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Attending English course

“Wantivation”

“Mustivation”

Concentration

Time management

Performance

Active class

behavior

.24**

.22**

.41**

.21** -.39**

-.37**

Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or

immobilizing? Journal of Educational Psychology, 97, 468-483.

Drop-out

.25**

What is the relation between

autonomous motivation and self-regulated learning?

Preparation Phase Learning Phase Test Phase Reaction to

test results

Time management

Procrastination

Environmental use

Learning strategies

Concentration

Effort

Engagement

Self-handicapping

Test anxiety

Exam results

Attribution

Coping strategies

Drop-out

The relevance of the quality of motivation

for different phases in learning process

Several of these outcomes = indicators of self-regulated learning

- Self-regulated learning = extensively studied in educational psychology

- Self-regulated students:

• Set specific goals

• Select strategies to achieve their goal

• Monitor their progress

• Alter their strategies / course of action when facing obstacles

Use of self-regulatory

strategies

Energetic base of

learning

“Why” of learning “How” of learning

Students need to dispose of the necessary self-regulatory skills to

manage their studies (e.g., learning strategies, planning, etc.) =

necessary condition.

Yet, without proper motivation, these self-regulatory skills will

hardly or not effectively be used = insufficient condition!

Proposition 3:

Quality of motivation & self-regulation

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PART II

The nutrients of growth:

The role of basic psychological need satisfaction

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need

satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280

Which needs meet the following criteria?

Psychological

rather than

physiological

Inherent rather than

acquired

Fundamental

Universal rather

than culture-

bounded

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need

satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280

Autonomy

Being able to be oneself; experiencing a sense of choice and psychological

freedom to act, think and behave

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need

satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280

Relatedness

Experience a warm, close and genuine relationship with others;

taking care for each other and feeling loved.

Copyright © pag. 42

Competence Feeling effective to perform required task: being capable of achieving

desired goals and developing one’s personal skills.

Copyright © pag. 43

Greater

engagement,

interest

ABC students

More self-discipline

and persistence

Higher psychological

well-being

More creativity

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need

satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280

Emotional exhaustion

& cynicism

ABC teachers

Job satisfaction & turn-

ver

Teaching style

Better course and

teacher evaluations

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need

satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280

Do heterogeneous classrooms constitute a threat for

reduced need satisfaction and engagement?

Your opinion:

Heterogeneous classrooms (in terms of skill-level) consitute a

threat for the motivation of students…

1. Agree

2. Disagree

3. It depends

Heterogeneous classrooms (in terms of skill level) may represent

- a threat for reduced need satisfaction: e.g., competence

- an opportunity for improved need satisfaction: e.g., co-

teachers, which may help to foster relatedness and competence

as co-teachers serve as experts

The psychological needs for autonomy, competence and

relatedness = nutrients for our daily motivation, engagement and

well-being

Proposition 4:

The vitalizing role of need satisfaction

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PART III

How to “create” a motivating environment?

or

How can a teacher nurture students’ psychological

needs?

of

How can a teacher act as a “coach”?

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Autonomy

Relatedness

Competence

Autonomy-supportive

relative to a controlling

environment

Relational support vs. rejection

Structured relative to a

chaotic environment

I. Autonomy-supportive vs. controling context

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Style Autonomy-supportive style

Starting point

Engendered feeling

Searching for connection with

psychological needs

Basic attitude

Perspective of other person:

Suggestions, feelings, interests

“I can be myself” - Autonomy

Matching – aligning with their

perspective

Curiosity, openess, flexibility

Autonomy support: General description

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Six building blocks of an

autonomy-supportive style

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© copyright 2015

Autonomy-supportive approach:

There is space for …

Task

pleasure

Meaningful

rationale

Their rhythm

Student input

Their

complaints

Inviting

communication

Theme 1:

How to promote participation and engagement

in the classroom?

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Promoting engagement and participation in the class:

ex. 1: “Buzz session”

- Encourages deep-level thinking (competence)

- Lessened fear to answering in front of a large group (competence)

- They can discuss with their peers (relatedness)

ex. 2: Discussing propositions by the use of clickers

- Students are literally given a vote (autonomy)

- It is just fun (intrinsic motivation)

- You can better align your rhythm of teaching with their level of

understanding (autonomy & competence)

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ex. 3: Work with an idea box

Students can voice their opinion (autonomy)

You are forced to stay alert

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ex. 4: Try to start your lesson in a playful way

‣How? Open ended questions:

ex.: “Last lesson, what did you find most interesting or

suprising?”

ex.: Start with questions from the idea box

‣How? Organize a quiz / excercise = integrate a pleasing and

structured activity in your lesson

ex. Crossword puzzles, rebus

ex. Multiple choice

© copyright

Quiz:

To which category belongs this motive?

1. Interest & curiosity

2. Internal pressure

3. Values & beliefs

4. External pressure

“I make an effort for the task because I have to prove myself I have

mastered the material”

© copyright

Op de volgende slide staat een kruiswoordraadsel: probeer zo

snel mogelijk het vertikale woord te vinden.

=> Als je denkt het woord gevonden te hebben, dan steek je

jouw vinger in de lucht

Crossword puzzle

1. Toegankelijkere naam voor psychologische

behoefte (8 – j tot q)

2. “Als onze behoeftes niet zijn voldaan, dan

spreken we van behoefte - ….. (10 – a tot j)

3. Type opvoedingsklimaat dat gekenmerkt wordt

door een gebrek aan grenzen (10 – f tot o)

4. Basiskenmerk van psychologische behoeftes

(10 – a tot j)

5. ‘Winnen is voor mij altijd belangrijk. Waarom

zou ik anders aan deze wedstrijd deelnemen?’,

zo zei Marjan. Zij vertoont een sterke ….

behoefte. (9 – c tot k)

6. De ontwikkeling van … is belangrijk volgens

vele hulpverleners en ouders. Sommige

theorieën schuiven het zelfs naar voren als

een behoefte (11 – h tot r)

a b c d e f g h i j k l m n o p q r

1

2

3

4

5

6

Exercise 3:

Choice

Do you offer choice to your students? Can you give a

concrete example?

Copyright ©

ex. 5: Offering choices

- Choice with respect to the content of the learning material

- Choice between different (homework) assignments

- Choice with respect to the theme of exercises

- Choice on tests/exams:

• Extra exam questions (not graded)

• Possibility to drop one question Remarks: 1) The optimal number of options: 3 or 4, because this should be

manageable

2) The options must be meaningful false choice

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Moving from option to action choice!

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ACTION CHOICE

A) How-component

- Order of activities

e.g. Order of exercises in a series of exercises

e.g. Order of executing several tasks

e.g. Moment of evaluation

- Pace of progress

e.g. Gradually build efforts

- Form of evaluation

e.g. Choice in sorts of tests

- Asking students to bring material with them to the class l

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ACTION CHOICE

B) When-component

e.g. discuss deadlines together: two deadlines

e.g. take into account the workload of other courses

C) Who-component

e.g. making homework together

D) Where-component

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Offering choice is not always feasible!

So, what can we do in such

circumstances?

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Ex. 6. Try to provide a meaningful explanation for the learning content

- Broader level: Try to indicate how your course fits within the overall

program isolated islands

- Micro-level: Try to explain the relevance of the material/task by …

a) linking it with current events (eg., newspaper articles, TV programs)

b) linking it with a personal anecdote

c) linking it with daily practice

e.g., master thesis topics = daily life problem

video

Copyright ©

Meaningful rationale = buffer against declining engagement

Perspective of the learner = starting point to enhance

engagement via

- Input (clickers, idea box, buzz sessions)

- Task enjoyment (crossword puzzles)

- Choice

- Meaningful rationale

Proposition 5:

Nurturing engagement and participation in class

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Oh … wait a minute:

Does the encouragement of choice and participation

not result in unlimited freedom?

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Statement:

Autonomy-supportive teaching is at odds with setting limits,

which are necessary when teaching.

1. Agree

2. Disagree

3. It depends

Controlling environment

Autonomy supportive

environment

Lack of structure

= chaos

Structure

= guidance

Teacher autonomy-support does not imply that (Reeve, 2006; Jang,

Reeve, & Deci, 2010)

a) Learners are left by themselves to resolve learning problems

b) Teachers can’t set any rules and norms, as if learners need to enjoy

unlimited freedom

II. Structure vs. choas

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Style Structuring style

Starting point

Engendered feeling

Searching for connection with

psychological needs

Basic attitude

Emering talents, unfolding skills

and potential of learner

“I’m getting better” - Competence

Matching – aligning with their

competence level

Process focus, self-development,

confidence

Structure: General description

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Six building blocks of a

structuring style

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Structurerende stijl:

Zelfontplooiing stimuleren via …

Heldere

verwachtingen

Informationele

feedback

Vertrouwen &

uitdaging

Opvolging

Zelfreflectie

Gepaste hulp

Copyright ©

Copyright ©

Structuring style:

Stimulating self-development through…

Clear

expectations

& overview

Desired help

Positive

feedback

Confidence

Monitoring

Self-

reflection

pag. 79

Theme 2:

How can you introduce guidelines for desirable

behavior among students in a motivating way?

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Exercise 4: Please indicate two points of attention in

stipulating guidelines at the beginning of the

school year.

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During the first lessons of the school year, you lay

the foundation for well-respected guidelines

during the rest of the school year.

How?

- 1) Open attitude during group discussions

e.g. “How can we ensure together that this class will be interesting this semester?”

e.g. “What are your expectations for me as a teacher?”

e.g. “Which behavior do you expect from yourself and from your fellow students?”

Explicit choice to not focus on rules, but stimulate interest < connect with the perspective of students

In such way, guidelines for desirable behavior will get addressed

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How?

- 2) Let students indicate which behaviors are desirable and non-desirable = they can set their own limits and indicate their own bounderies = a process of self-limitation

As a teacher, you act as a moderator

Flexible approach

Then you will be able to come to an agreement

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Agreement Rule

Guideline grown

from bottom-up

Guideline imposed

from above

- 3) Teacher can set limits themselves = introducing a rule. When they do this, need-supportive teachers will…

a)… use the methaphor of a sports game or leisure time game so students better understand the necessity of rules b) … provide a meaningful rationale for the rules c) … welcome rather than suppress irritation regarding certain rules; students can voice their opinion! A defiant student = INTERESTING rather than IRRITATING

d) … use inviting language in communicating rules

Copyright ©

Try to communicate in an inviting rather

than a guilt-inducing manner.

Does this make a difference?

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal

framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child

Development, 76, 483-501.

Copyright ©

Procedure

• Participants: 80 obese children (11-12 year) in 5th & 6th year primary school (adjusted

BMI > 182%)

• Task: read text about four-leafed clover (30 min.)

• Setting: real-life setting = during normal class hours

Instructions

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal

framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child

Development, 76, 483-501.

Copyright ©

Voorbeeld: Veld-experiment

“The text that we ask you to read discusses a few eating habits that you can try to master. Researchers say that children who eat each day one piece out of each leaf of the four-leafed clover think that hey will remain more attractive and good-looking when they are 16-17 years old; children also think that they will remain more appealing for others. Moreover, many children also think that they will not become fat or will even lose weight by paying attention to their diet. To feel better about their appearance and slim figure many children follow the guidelines of the four-leafed clover. They do this by eating more fruit, yoghurt, and vegetables instead of eating candy or drinking soft drinks (e.g., cola, fanta, ice-tea etc.). Thus, many children follow the four-leafed clover because they would feel guilty if they would become fat or because they would become less attractive and appealing due to their own fault. So, it is for your own good that we ask you to attentively read the guidelines of the four-leafed clover.”

Voorbeeld: Veld-experiment

“The text that we ask you to read discusses a few eating habits that

you can try to master. Researchers say that children can pay attention

to their diet by eating each day one piece out of each leaf of the four-

leafed clover. In this way, you are more likely to remain healthy and

physically fit when you are 16-17 years old. Thus, remaining in shape

and active might be good reasons for you to decide to follow the

guidelines of the four-leafed clover. You could do this by eating more

fruit, yoghurt, and vegetables instead of eating candy or drinking soft

drinks (e.g., cola, fanta, ice-tea etc.). Because you want to avoid

becoming unhealthy and ill, you can try to follow the guidelines of the

four-leafed clover on a daily basis. If you want to stay active and fit,

you might decide to follow the guidelines of the four-leafed clover.

Because of these reasons, it might be important for you to attentively

read the text on the four-leafed clover.”

Autonomy-

support

Internal

control

4

4,5

5

5,5

6

6,5

7

7,5

8

8,5

Green =

superficial

learning

Blue = deep

level

learning

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the impact of extrinsic versus intrinsic goal framing and

internally controlling versus autonomy-supportive communication style on early adolescents’ acadamic achievement. Child Development, 76, 483-

501.

Pieces of Eaten Fruit By Experimental Condition over Time

0

1

2

3

4

5

6

7

8

Baseline 1st week 3rd week

Autonomy support

Internally controlling

Inviting language Controlling language

Suggest Command

Can Have to

Propose Should

Ask Expect

Try

Threaten

e) …. check rules explicitly so that you and the students have a similar view on the content of the rule

discrepancy or teacher-student gap

e.g. “What do you think about this rule?”

f) … let students reformulate the rules in their own words

Provides a deeper insight into how students peceive the rules

Allows for greater commitment to follow the rules, because request comes from peers

Rules are formulated in an accessible way

Copyright ©

The question whether rules are motivating or

rather eliciting defiance is dependent on at least

two conditions:

« What » =

content of rule

« How » = style of

introducing rule

Moral

Domain

Conventional

Domain

Personal

Domain

- Physical & psychological

well-being of others

(e.g., not cheating)

- Justice &

fairness (vb. not lying)

- Table manners

- School habits

(e.g. being silent

when going to class)

- Rules about roles

- Choice of friends,

clothing & haircut

(e.g. piercings,

uniforms)

- Health concerns

(e.g., eating fruit)

- Prudence & safety

Prudential

Domain

Which types of rules exist?

- 4) The degree of defiance is dependent on the type of rules that are introduced

Moral

Domain

Personal

Domain

Legitimate

Acceptance

Illegitimate,

meddlesome

Oppositional

defiance

Is there room for sanctions within this vision?

Yes & no, because there is

a difference between a sanction

and a logical consequence

- 5) Let students chose the consequences of inappropriate behavior

Which can be funny!

Consequence Sanction

Bottom-up

Result of violating an

agreement made together;

often logical, fair, and

legitimate

Top-down

Result of violating a rule;

can be logical, fair, and

legitimate, but not

necessarily so

Making an agreement requires that you start a dialogue with

your students. This does not necessarily imply that students

choose everything, but that they understand and fully

endorse the introduced guidelines, even the consequences

associated with violating the agreement. So, there is room

for “sanctioning” students, but they will not necessarily

perceive the sanction as threatening or pressuring!

It is extremely important to make time for discussing this!

Proposition 6:

Setting rules

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Putting it all together

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Copyright ©