Last week, I caught a bit of the Liberation of Education conference1. I missed a lot because of my schedule, but I joined a fantastic talk by Kaity Broadbent of Prenda Microschools2. She shared a more detailed look at different levels of motivation. Motivation has been a topic of interest for me for a long time. In fact, I wrote a blog about it here, back in December3. The topic fits in so well with discussions of unschooling and positive discipline methods, and I’ve always felt it is vital to understanding the best ways to work with children.
First, Broadbent pointed out that motivation is not just on or off; it is not something you do to someone else. It is more like a dimmer switch that the child controls. Many people think they can direct kids’ behavior with punishments and rewards. However, she pointed out that humans have a natural aversion to being controlled by others, called the “counterwill.” When someone tries to move our dimmer switch, we are highly aware of it and have a “counterwill instinct,” a defensive reaction when we perceive we are being coerced4.
Let’s look at the dimmer switch model as it was presented5.
The Nope: A person whose switch is off cannot be motivated. Examples of this can happen when a child feels unsafe in the environment, with the topic/subject, or because of internal issues of trauma or mental health. Those things will need to be addressed before there will be any motivation.
Once the switch is on, there are four types of motivation.
Candy: This is when someone does or doesn’t do something based on your behavior (for example, “I will not give you recess unless you finish your work”). It often works short-term, but it triggers the counterwill. It is the lowest form of extrinsic motivation, as there is little autonomy. Many children will go back to “The Nope” over time.
Judgment: When you do something because of how peers will perceive you. Some children respond by saying they don’t care. Our survival instincts may cause us to comply, but Judgment can still feel coercive. There is little autonomy, so it can still cause a child to revert to “The Nope.”
Purpose: The action aligns with your values or personal goals. You do it because it is significant to you. The type of motivation is still extrinsic (coming from the outside), but there is high autonomy.
Bliss: Actions at the Bliss level are taken because they are engaging or enjoyable. This level can influence motivation in the long term because we would make time for these things on our own, representing the highest level of autonomy.
Actions at the Bliss level are chosen because they are engaging or enjoyable, representing the highest level of autonomy.
Clearly, the design of most schools does not allow for the Bliss level. Students are entirely missing out on this experience! Broadbent has a few guidelines for helping kids reach the Purpose and Bliss levels:
Start with unconditional positive regard for the student. It is necessary to help them feel safe in the learning environment.
Help them see a path to mastering the skills and knowledge they need. It should feel achievable and be about them individually, not in comparison to others.
Give opportunities for inquiry. Avoid doing anything that triggers the counterwill.
Allow ownership and autonomy.
Give them time for reflection. If they come from a controlling learning environment, it may take them time to recognize their needs and interests.
Finally, she recommended the book Rest, Play, Grow: Making Sense of Preschoolers (Or Anyone Who Acts Like One) by Deborah MacNamara, Ph.D.6
This way of looking at and verbalizing different types of motivation is advantageous for sharing the self-directed approach. Over my thirty years of teaching in various settings, I have felt the difference between each of these levels with students. However, having a concise and easy-to-understand explanation for parents, teachers, and students is great.
Please share your thoughts. Does this model make sense to you? Do you find it helpful or problematic? I would love to read your ideas in the comments.
Broadbent credits Gordon Neufeld with this concept. https://neufeldinstitute.org/course/making-sense-of-counterwill/
Photo of dimmer switch from Amazon.com. https://www.amazon.com/Maxxima-Single-Electrical-Compatible-Included/dp/B01MG94A3N?th=1