Every student has those moments at school when he or she thinks: “This is amazing!” These are the lessons you jump out of bed for, that give you energy and that you look forward to. But unfortunately, no school can make everything fun.
There are also lessons and assignments that make you think: do I have to? Tasks that you’d rather postpone, work that you’d rather ‘sweep under the carpet’. And yet, it has to be done and it only causes more problems if you don’t do it. But how do you motivate yourself? And how do you as teacher motivate the student to do it?
Behind any difficult behavior and any resistance lies a need. The students don’t have enough life experience yet to have insight into their needs and express it constructively. In order to know this, it helps to have insight into what drives you as a student. Drives largely determine how you function. Because what drives someone largely determines their behavior, observations, learning style
It gives insight into the motivation to do things or not and into what energy it generates or consumes. When students have more insight into their drives, they are better able to connect with what they ‘have to’ do and what they ‘want to’ do.
Insight into these drives will also help teachers motivate students to excel. On the one hand, it gives insight into their own needs in their work and relationship with students, enabling them to make positive choices that are good for the interaction and the learning climate. On the other hand, they can adapt their style of teaching, guiding, motivating and coaching to the students’ drives. Talents are better used, learning is easier and the work will generate more energy.
Overall, in the transition from preteen to adolescent, learning will be enjoyed more and produce better results if students and teachers have more insight into their own and each other’s drives. Management Drives Education has a customized drives questionnaire for both parties which gives insight into (latent) needs. Case studies with this questionnaire have already shown that students get more self-insight and can translate this concretely to how they work and learn. This