Maine ASCD Journal of Maine Education

Journal 2015

The Journal of Maine Education is published by the Maine chapter of ASCD with acknowledgements of in-kind contributions from the University of Maine at Augusta. Our mission is to shape, energize and customize learning for all Maine educators.

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Page 60 of 122

Volume XXXI - Page 61 - 2015 TEACHERS' LEADERSHIP Intrinsic & Authentic Motivation In 2009, Daniel H. Pink wrote a book, Drive: e Surprising Truth on What Motivates Us, to explore and explain how incentives actually work. Pink found that extrinsic rewards and punishments effectively motivate us only when the task at hand entails strict mechanical productivity and low level thinking. When an authority's sole purpose is compliance and we are not asked to think or invest too much of ourselves - carrots and sticks work pretty well. However, once the task involves any cerebral challenge, old school incentives backfire. e quality of work declines in direct proportion to extrinsic incentive. In contrast, Pink describes the three basic tenets of intrinsic motivation: . Full support of autonomy within one's practice . Appropriate challenge to mastery . Serving a purpose beyond one's own self interest In addressing how professional development can inform and improve working relationships among teachers, administrators and legislators, tapping into intrinsic motivation can and should look something like it did for my school, three years ago. CHRISTIANE CULLENS "If you want to control a people, encourage them to be a little mischievous." (Suzuki, 2011, p. 11)

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