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Deci's experiments found that "positive feedback can have an enhancing effect on intrinsic motivation." Hattie's research on feedback is clear...feedback is one of the most powerful influences on student achievement.
How are we as coaches providing feedback for teachers? Do we receive positive feedback from our principal that boosts motivation at work?

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This references Drive

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farnamstreetblog.com-Habits vs Goals  A Look at the Benefits of a Systematic Approach to Life

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Pink writes on page 36, "Contingent rewards, if you do this, then you'll get that- had negative effect."  This got me thinking about the sticker chart craze that is often suggested for students with behavior problems...If you behave for 10 min, then you'll get a sticker.  This is done in an effort to boost the child's motivation/behavior, but as Pink continues on page 37, 'to give a reward for good behavior and to boost motivation only undermines someone's intrinsic motivation toward the activity.'  WHY are we still suggesting these sticker charts??

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Dumbing Us Down by John Taylor Gatto was a book that was recommended to me by Jon Corippo, and it's also recommended on page 196 of Drive. It was very thought provoking. Another great book by Gatto is Weapons of Mass Instruction.

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Page 105: "Whether you're fixing sinks, ringing up groceries, selling cars, or writing a lesson plan, you and I need autonomy just as deeply as a great painter." The question of how much autonomy for teachers would make for a good discussion.

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Page 56 discusses the effects of short-term goals. Two quotes I loved:
"complete mastery, in a sense, is unattainable" Many times we set the bar low and think if the students meet this, they're ok, but we should always encourage going beyond for long-term learning.
"many people work only to the point that triggers the reward"- Reading logs, students only do the minimum to meet the requirement, but they don't gain a love for reading.

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Pages 48 and 49 discuss how goals imposed by others can sometimes have dangerous side effects. "The problem with making an extrinsic reward the only destination that matters is that some people will choose the quickest route there, even if it means taking the low road." We've seen this in cheating cases amongst educators regarding test scores. Students also do this. When they know there will be a punishment/reward they are they sometimes choose to cheat rather than complete the task to the best of their abilities.

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Acknowledge the task is boring (page 62)

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Acknowledge the task is boring (page 62)

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So... Do we do this with adults AND students?

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I found the discussion of Wikipedia and Firefox to be very interesting and it made me think about how the open-source movement is growing in education. When I began teaching in 2000, you couldn't find free materials. You had to actually attend a conference, buy the book, or resource. Today, we have so much freedom in growing as a professional. Many experts freely share their ideas. That is why I love Twitter and YouTube. I can watch and learn from experts for free in my own home. It's amazing how freely ideas and resources are shared compared to 17 years ago.

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Pages 19 and 21 discuss intrinsic motivation and extrinsic motivation, which dovetail nicely with Fullan's "Securing Accountability" Driver. Also, it's interesting to note that working on a creative project (that doesn't feel like work) produces more intrinsic motivation... and getting paid for it can ruin the "flow." On page 34: "Twain extracts a key motivational principle, namely 'that Work consists of whatever a body is obliged to do, and that Play consists of whatever a body is not obliged to do.;"

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Page 29: "Worse, as Deci began discovering forty years ago, adding certain kinds of extrinsic rewards on top of inherently interesting tasks can often dampen motivation and diminish performance." When I read this excerpt, I automatically thought of piling grades on top of feedback. A lot of research states this has horrible effects (i.e. Dylan Wiliam).

Later, on page 47... "What is true is that mixing rewards with inherently interesting, creative or noble tasks--deploying them without understanding the peculiar science of motivation--is a very dangerous game." Again, grades.

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Danny Kahneman is awesome--he's referenced on pages 24 and 25. He wrote one of my favorite books, "Thinking Fast and Slow."

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I like the 2nd paragraph on page 21; it discusses open-source projects ranging from cookbooks to legal briefs. It motivates me to keep pursuing an Open Educational Resource (OER) textbook with junior high science teachers.