Nothing is impossible – the word itself says I’m possible

– Audury Hepburn

Intrinsic motivation is when a person completes a task for its inherent satisfaction rather than an external consequence. Extrinsic motivation is when a task is undertaken due to an external consequence or reward.

I am resisting Google and ChatGPT, recalling instead my Psych 101 class and Pavlov’s treat-oriented dog. Or was that Schrodinger’s Cat? Forgive me, it was 1991.

Let’s try again. Motivation is generally understood to be the reason why a person acts or behaves in a particular way. Broadly, it can be described in binary terms as either intrinsic or extrinsic. For the purposes of this article, let’s keep it simple:

Basically, everyone is motivated by something, and when you tap into that, the impact can be exponential.

A student’s motivation can directly impact their experience of success, feeling of connectedness or belonging, and sense of worth and achievement.

Over the last few weeks in particular, many students in the High School have shown us what is possible when levels of motivation are very high.

The two best examples are as opposed as they can be – Music Festival 2024 and preparation for exams. Yet, both reveal what is possible when our students set their mind to it, work together, and get the job done.

I daresay intrinsic and extrinsic factors both played a part, however, the intrinsic motivation that drives performance during a Music Festival is palpable. The ‘win’ is less about the announcement on Performance Night 2, and more about the work undertaken each afternoon, each weekend, and seeing the development each week.

For months, the Music Festival convenors eagerly and regularly challenged their groups to lift their performance. They did this by seeking and offering direct feedback, they reviewed each other’s work over and over again, and offered positive reinforcement as required. Together, they problem solved, collaborated, and worked out how to communicate best with one another.

Amid the shiny colours, French braids, and enough lycra to lasso a small country, leaders emerged, and leadership styles were honed. Any tense moments were drowned out by good humour and if there were any momentarily bruised egos, like any good phoenix, they rose from the glitter in time for the House song.

Not only did engagement skyrocket, so too did each child’s school pride, peer connectedness, and spontaneous displays of all the values we strive to instil in our learners – respect, commitment, responsibility, integrity, and kindness. While it was up to the organisers to lay down the boundaries (hats off to them all), it was the students that took up the mantle and made it their own. They took delight in each other and in wowing their audiences with their enthusiastic performances. Their passion for the performing arts – singing, dancing, and/or playing an instrument – was intoxicating, and you couldn’t help but tap your feet, sing along, and join in the fun.

As an educator (who incidentally can’t sing or dance yet appreciates hard work), I unapologetically see the link to the very tenets that underscore good classroom practice. Moreover, from the outset, the whole activity was imbued with the three pillars of engagement: choice, rigour, and relevance.

While exam preparation may have less glitter; for some students, it produces a similar buzz. It’s about finding the ‘why’ for students – some are performance and results driven; others are content to see progress and know they have improved. Of course students will experience motivation in different ways, and some will be more demonstrable than others. However, it’s clearer to me than ever that the students who remain disaffected are the ones who need a little more of our attention.

If you are concerned that your child may be experiencing more than a passing ‘too cool for school’ phase, it is worth raising that concern with one of our staff members – be it a trusted teacher, mentor, Head of Year, or Head of Stage. It could be, and usually is, something quite simple. The conversation can open possibilities. If there are obstacles, we can help or at least be part of the solution once we know.

Most times, this will mean students feeling a little uncomfortable. However, trusting in the process that yields the reward, be it intrinsic or extrinsic, is worth the effort.

Not all people are meant for the stage, and let’s face it, Lycra isn’t everyone’s cup of tea. Still, all students deserve to feel the sense of belonging that comes from being seen and feeling heard; and the sense of achievement that comes from experiencing hard work and overcoming challenge.