- Money is not as important as we think in motivating people to work. Extrinsic motivators like bonuses, a pay rise, or penalties for turning up late or not hitting sales targets are far less influential than intrinsic motivation - what Pink refers to Motivation 3.0.
- For a worker to be self motivated, and thus work harder, more efficiently and produce more, there are 3 essential elements: Autonomy - the desire to be in control of what we do, Mastery - the desire to get better and better at what we like to do, and Purpose - the desire to do something worthwhile, for the benefit of others - the greater good.
- Pink also talks a lot about 'Flow'. This is an important ingredient when performing tasks. To be able to work implicitly on something without distraction or interference, and to work on it in the manner of your choosing, at a time of your choosing and in the environment of your choosing with people of your choosing allows you to work at your optimum. When we experience Flow (or 'getting in the zone') it is akin to meditating - becoming totally absorbed in a task or project that interests us. It frees up our minds to be creative when the conditions are right - including time!
- Essential to finding 'Flow' in our work is to match challenges with our abilities. Pink refers to the term "Goldilocks tasks" - not too easy, not too hard. Easy tasks become boring and kill motivation. Difficult tasks slow productivity and create anxiety at the thought of failure. Pink also explains how we should see our abilities "not as finite, but infinitely improvable".
So let's get back to the question - 'Why am I still teaching?'
It's not about the money, and never has been. Money is not the motivator, nor are the number of holidays we teachers get. Rather it is because I am self motivated to continue on my career path. The lure of a higher salary does not tempt me away from my job. So my motivation to teach comes intrinsically:
Autonomy
I am fortunate to have a boss and previous bosses over the years who have trusted me to deliver a whole school Physical Education programme without demanding it be done 'their way', or penalising me for trying new methods. As a specialist P.E. teacher I have the freedom and flexibility to take control of how I deliver physical education lessons to my students. Yes there is a curriculum to adhere to, but it is loosely written allowing me to tackle the learning objectives in a variety of ways. I can be creative with a variety of instructional models and the use of technology. I can invite guests to help deliver content. I can arrange excursions and incursions. I can set projects, or have students determine their own content depending on their own interests and capabilities. My only gripe with the amount of autonomy I have in my job is that the possibilities are endless (and I want to try them all!).
Mastery
I've learned a lot over these past 18 years about PE and teaching. Am I content with what I know? No. Do I want to know more? You betcha! I feel like there was a period in my career where I was treading water and not advancing my knowledge and skills, and I shake my head at the thought of the time I think I have wasted. But with the advancement of technology and the connectedness of the world today I have been inspired by other PE teachers from around the world via my PLC (professional leaning community) on twitter and through blogs. And so my appetitie for improvement (or mastery) in my field is stronger than ever. I want to get better and I will, with not a dollar extra in my salary!
Purpose
This is the easiest box to tick. Although teaching can be a very demanding and tiresome job, we power through because the light at the end of the tunnel is a bright one. It is a great feeling knowing that each day we contribute to a brighter future. We make students the centre of focus in all that we plan, deliver and facilitate. Teachers understand the importance of caring, nurturing and educating the future of the world, one child at a time.
So I have painted a pretty rosy picture about my job. But ......
There are aspects to 'Drive' that have made me think about the limitations and inefficiencies of my occupation, and here I refer to 'flow' - or rather the lack of it! Pink's description of how important 'Flow' is really struck a chord with me. And a lack of flow is the most significant source of frustration and hinderance in my work. Teaching is so scheduled - particularly for a specialist teacher. I will sometimes have 10 appointments in a day - all bound by a start time and an end time - 6 classes, a duty, recess, lunch and the end of school bell.
If my students and I are on a roll, such as making great progress in skill development, strategic thought or deep reflection - we can't just keep going and seize the momentum - it's lunch time, or they are expected in music class. Or if I am working on carnival preparation in a D.O.T.T. (duties other than teaching) period, I have to get up halfway through it to go and set up for my next class.
It is rare for teachers to find those moments when we can 'get in the zone'.
Discussions with colleagues are rushed and abbreviated and 'to be continued' all the while scrambling for a biscuit and a coffee before heading off to class or yard duty. Planning and preparation times are set in a timetable that may not match up with a colleague you would like to collaborate with, or you attend 'have to' meetings and professional development days when this time could be used to work on something that is urgent and/or of interest to you. Thanks to 'Drive' I have realised the power and importance of flow and will take steps to see that it is harnessed for greater Autonomy, Mastery and Purpose in my teaching.
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Although there are days when I ask myself "What am I still doing here?", I can now at least explain it to myself, and to others when I am asked. It's not the most glamourous or well paid job in the world, but there is enough drive in me to keep turning up.
Further reading:
A blog by fellow P.E. Teacher Joey Feith. Read his take on 'Drive' here.
