Managing "challenging" behaviour through motivational theory and practice

Educational philosophy, rules, rewards, procedures, consequences, virtue or quotidian ethics (e.g., consensus, shared responsibilities, cooperation, and so on), and strategic pedagogical interventions. These scripted notes outlined in the proceeding and listed within the exhibits of 4.2, 5.4, 12.2, and 20.1 in Hutchinson's (2004) casebook relate, or give further clarity, to the question of motivation.

What is motivation? And how might it be constructed within the inclusive learning environment? According to Edward Deci, the internationally renowned psychologist, motivation refers to "the energy for action."

Ryan and Deci (2000) have proposed Self-Determination Theory (SDT) as a way to explain the nature of human behaviour under conditions of scarcity (i.e., capitalist society). These researchers found that human beings have three fundamental drives or forces at play in the pursuit to be self-determining agents: (i) competence (feeling effective), (ii) autonomy (feeling of acting in accord with one's sense of self), and (iii) relatedness (feeling connected to others). SDT assumes that motivation operates along a continua or spectra of external (i.e., "controlled motivation") and internal (i.e., "autonomous motivation") fundamental drives or incentives, where the impetus to choose is always carried in the direction of intrinsic motivation as the ideal , ultimate, or end goal in life. Satisfaction is ultimately achieved, according to this perspective, when the engagement in a task is done for the pure and inherent enjoyment from doing the task.

This viewpoint on motivation sounds a lot like the teacher endearing her/his students to the Latin phrase: discendi causa cognita! (learning for learning's sake!). In the words of the late BB King:

The problem with such a catchphrase in the context of the schooling system is that it is not authentic; for if it were, learning could take place anywhere and everywhere, with the fullest conclusion leading to the abandon of all else. But then such an assumption places doubt on the need for the education system. Why, then, do we need compulsory schooling if we choose learning for learning sake? There is something else at play in the education system besides pure, intrinsic motivation. The school environment is set up as an extrinsic complex of sorts (e..g, in the words of Deci, the school as a place of "seduction," "coercion," and "pressure") as the system composed of schools, educational policy and legislation, pedagogical practitioners, administrators, and all other educational actors all join in some way to work the experience of fear and/or leverage some other emotional apparatus in relation to the students, as a means to motivate them to do this or that--e.g., if not this, then there is a chance of reprisal, punishment, or retribution. The question is not to deny that this occurs or whether such an institution ought to be dissolved in doing so, but how to use such a system in a way to inspire the ethical movement towards intrinsic (e.g., in the words of Deci, an action that is based on "volition and choice," "endorsement," "interesting," and "deeply valued") motivation.

Hutchinson (2017) provides a useful outline for building up intrinsic motivation in the inclusive classroom. I have organized these into six themes, accompanied with personal anecdotes and reflections on my professional understanding of best practices.

1. Build Rapport!

In building rapport, I have related to my students as persons first and foremost. I get to know them through conversations - both informal and formal - and this is where I become sensitive to their expressed hobbies, activities, and preferences. At the same time, I have put a blinder on to the off-the-cuff instances of swearing and expressions of attitudinal orientations considered to support off-task behaviours. In this way, I have modeled what I aspire to in learning and so the students in the class can see how someone might be able to persevere and adopt more positive coping strategies, thus leading to self-determination.

2. Pedagogical mapping

In setting up for the school year, as an occasional teacher I visit each school with the idea of delegating responsibilities to the classroom. What helps you? What can you do? What can I do? During these exchanges, I collect insight on what the culture of the classroom is and how it works through conflict - perceived and lived through. I might also arrange for a skit or dramatic presentation (depending on the expressed maturity of the classroom) where students can act out how to resolve an issue or problem. What is fair? How does this make sense? What would you (or I) need to know to make the best decision possible?

3. Space

Providing space or area for students (and myself) to explore, imagine, and navigate is extremely important in my teaching. Using proximity and being aware of the social and physical spaces of learning can help in setting up for a positive school day for the students or not. This idea also refers to the perceived quality of life in the learning environment. Do I really need to fill up all my wall space with standardized posters and other store-bought items? Or should I place more emphasis on the showcasing of student work throughout the room? Beauty, it is said, lies in the eye of the beholder.

4. Praise, but do not over-indulge!

Pointing out the students' competencies and strengths in a timely and responsive way is key to projecting care and interest in them. In some situations, it is useful to recall past successes as a means to inspire good deeds in the present and construct learning goals for the future.

5. Be firm but reasonably flexible

I have a few rules and expectations going into any daily teaching assignment. I immediately share and set out my philosophy of education and during this discussion I co-construct some learning rules for the school day with the students. Experience has informed me that 4-5 rules (with measurable outcomes) is sufficient.

6. Use humour when and where necessary.

Providing students with informed choice is a great way to deescalate rising tension in the room. Before resorting to humour, I need to have built up some palpable rapport with the class, and I must understand that the expressions used to instill a laugh must be accessible for all students in a respectful, caring, and compassionate way. No inside jokes are used on my watch unless everyone is positioned on the same page!

I have had many experiences of tough situations with students over the years. However, using these six strategies outlined above have proved useful to moving students in the direction of self-determination. I leave with a classic paradox from Calvin and Hobbes: