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...and then, do it all again...on TUESDAY morning?

1. Write down the names of all your teachers in the first. 2. Next to their names (in column #2) write down the qualifications they hold and the years of experience they have as a teacher. 3. In the next column, write down their birthday - and the names of all their "peeps" (partner's name, kids' names, name of any pets they have, etc)... 4. In the "final" column, answer the question above!

See where I am going with this? Most people, when they do this type of exercise, do well on parts #1 and #2 - those who tend to do a really good job with their teams also do #3 pretty well. But, by far the most effective of "school leaders" can also complete column #4 as fast as they can draw up #1...

Why is this? Simple, you can't "care" unless you know what to care about - with "individuals" (not just a "group" - or what you "think" the "group" cares about)! Isn't that what "great doctors" do - care - one patient at a time (even with the most "grumpy" or "difficult" of patients)? Isn't that what "great teachers" do, too?

We all get this for "students", right?

So, why is it any different for "teachers"? Now, you might say - Tony, just stop playing with words! I say - Covey got it right - and all this rubbish about "intrinsic" and "extrinsic" is just that - rubbish! There are far better "sources" for LEARNing about motivation (backed by research for all you "data-lovers") - and most of them are just good ole common sense (and do not require that you sign up for an MBA or conduct a two-year, longitudinal, quantative, dead-as-a-doornail, PhD research project on what makes my people "tick" - that no-one will read or worse, cite!). Let's go back to that earlier question - why the hell do we get out of bed in the morning? Common-sense tells us that we all have to pay the rent, cover the bills and feed the kids. Basically, we have to accept that most people go to work for the "dosh" at the end of the month. This is not a crime...this is not evil...and this does not mean that all teachers will scream out "Show Me The Money!" when we come up with an idea or two for improving student LEARNing and SUCCESS (if that's what we are really, really after)... Teachers are also in the "game" for a number of reasons - and, luckily, most of us can relate these to student LEARNing:

Common-sense! This tells me, at least, that all those theories about "carrots" and "sticks" (especially these) - are just "dumb"! OK - you might be able to disregard my thunks (most people do)! But, let's see what some of the "data" says... Those lovely chaps at GALLUP (you know, the guys that tell us who will win the elections just before and after we vote - and before they are "stolen" by the guy we did not vote for) have been doing a "tiny" research project - for the last 30+ years and with around about ...17,500,000 employees! Some of the stuff they have uncovered is pretty "scary":

And, you know what...not one of the Q12 was about "dosh"! Some of the most critical questions are (hell, I'll give you ALL of them):

1. Do I know what is expected of me at work? 2. Do I have the materials and equipment I need to do my work right? 3. At work, do I have the opportunity to do what I do best every day? 4. In the last seven days, have I received recognition or praise for doing good work? 5. Does my supervisor, or someone at work, seem to care about me as a person? 6. Is there someone at work who encourages my development? 7. At work, do my opinions seem to count? 8. Does the mission/purpose of my company make me feel my job is important? 9. Are my co-workers committed to doing quality work? 10. Do I have a best friend at work? 11. In the last six months, has someone at work talked to me about my progress? 12. This last year, have I had opportunities at work to learn and grow? Take a look at them - and tell me which ones focus on "the currency of care" Also, go back and take a look at the "numbers" we noted above - and tell me if you can't see a slight correlation between the 24% and the other numbers... Sure, there are some things there about "role clarification" and "resources" - duh! We don't ask a plumber to fix our water pipes - and then hide his bloody tools! Troy got this in nearly all his suggestions about ways to help teachers get on with the less "sexy" bits of carrying out the business of teaching - but I'm guessing it is the "way" he does many of these things that is more important than many of the actions themselves. I say again, the vast majority of the Q12 questions focus on care, LEARNing and care.....BTW, did I mention "CARE"! Oh, dear - gone over me word limit again! Just tell me it makes sense... OK, and to wrap up, let's go back to that other book I'm probably not going to write. My version of Engaging Teachers for DUMMIES would have three chapters...
  1. Chapter One - KNOW THYSELF!

  2. Chapter Two - KNOW THY PEEPS!

  3. Chapter Three - KNOW WHAT "MATTERS" and JUST DO IT!

What about YOURS?

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Lucky for us...they very rarely are!8 However, I did not really come up with any suggestions or solutions for how we can 'pop their little bubbles', expose them for what they are, and protect ourselv

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