Psychology in the Classroom

How Teacher Emotions and Motivation Shape Student Success

With Prof. Rebecca Lazarides In this motivational end-of-term episode, Professor Rebecca Lazarides (Professor for Empirical Research on Instruction and Schools at the University of Potsdam, Germany) discusses what keeps teachers motivated - even when energy is running low. Rebecca shares insights from her work on teacher motivation, explaining how self-reflection, supportive colleagues, and celebrating small wins can help teachers stay positive. The conversation explores practical strategies for managing emotions, the importance of authentic enthusiasm, and how school environments shape motivation. Listeners are encouraged to reflect on their successes and try new ideas, leaving them with a boost of encouragement as they head into a well-deserved break. The podcast in bullet points: * Teacher motivation and its impact on teaching quality. * The distinction between enthusiasm for the subject and enthusiasm for teaching. * The role of teacher emotions in classroom dynamics and student motivation. * External factors affecting teacher motivation, such as school environment and job demands. * Strategies for teachers to manage emotions and maintain motivation. * The importance of strong student-teacher relationships in fostering motivation. * Emotional regulation as a critical skill for teachers. * The influence of self-efficacy on teacher motivation and performance. * The significance of reflective practices in enhancing teacher motivation. * The situational nature of teacher motivation and its variability across different teaching contexts. The British Journal of Educational Psychology Special Edition is available on this link: https://bpspsychub.onlinelibrary.wiley.com/toc/20448279/2025/95/4 [https://bpspsychub.onlinelibrary.wiley.com/toc/20448279/2025/95/4]

Speaking Up: How to Cultivate Confident Communicators in the Classroom

...With Prof. Neil Mercer Neil Mercer is Emeritus Professor of Education at the University of Cambridge and a psychologist and in this episode we discuss the pivotal role of spoken language and oracy in education. We explored how classroom dialogue, reasoned discussion, and public speaking can be systematically taught to enhance students' thinking and communication skills. Neil shared insights on the impact of the pandemic on language development, practical strategies for fostering effective dialogue, and the importance of classroom culture and listening. We also discussed the value of public speaking for all students and highlighted resources for teachers to support spoken language development. The discussion in bullet points: * Importance of spoken language in education. * Development of children's language and thinking skills. * Role of reasoned discussion and dialogue in classrooms. * Influence of educational theorists like Vygotsky on language development. * Impact of the COVID-19 pandemic on children's language skills. * Practical strategies for teaching reasoned discussion. * Challenges teachers face in fostering effective dialogue. * Benefits of group work and whole-class discussions for student engagement. * The significance of classroom culture in promoting open discussion. * The necessity of public speaking skills in education and its role in democratic participation. Links: Find out more about Neil's work: https://oracycambridge.org/ [https://oracycambridge.org/] Blog: https://oracycambridge.org/blog/ [https://oracycambridge.org/blog/] Neil's Book - Oracy: The Transformative Power of Finding Your Voice https://www.penguin.co.uk/books/467731/oracy-by-mercer-neil/9781847928566 [https://www.penguin.co.uk/books/467731/oracy-by-mercer-neil/9781847928566] BPS Psychologist Article on Oracy 'Is it only words' https://www.bps.org.uk/psychologist/it-only-words [https://www.bps.org.uk/psychologist/it-only-words] I'll be sharing some older episodes that link to this about speech and language over the break so please do sign up to my newsletter: https://changingstatesofmind.com/contact-me [https://changingstatesofmind.com/contact-me]

Listening to Learners: How Meaningful Talk Fuels Motivation and Achievement

…with Dr. Marc Skelton. In this episode we bridge the gap between classroom practice and psychological theory to share actionable strategies for fostering student success. Drawing on years of teaching experience to research at the University of Warwick, Marc breaks down what truly drives student engagement. Marc introduces us to Paulo Freire's "banking model" of education, and advocates for a shift to active, meaningful learning where students are co-creators of knowledge. The core of the conversation centres on Self-Regulated Learning (SRL), exploring Barry Zimmerman's three phases: Forethought (planning), Performance (the "missing middle" of self-monitoring), and Self-Reflection (learning from experience). We then dive into the Transformative Power of Goal Setting, emphasizing that success requires both Agency ("I can do this") and Pathways (concrete plans). Learn about the impact of Goal Diaries and the critical role of Meaningful Talk and Social Support in sustaining motivation. Finally, we discuss how educators can redefine success by celebrating Achievement (personal growth) over mere Attainment (grades), creating classrooms where every student thrives. Bullet points: * Dual role of the speaker as a teacher and researcher in educational psychology. * Journey into teaching mathematics and interest in educational psychology. * Exploration of student motivation and engagement in learning. * Influence of Paulo Freire's pedagogy and Albert Bandura's agency theory on educational practices. * Development of a tutor time program focused on metacognition and self-regulated learning. * Insights from research on definitions and perceptions of learning among students and teachers. * Distinction between attainment (external measures) and achievement (personal significance) in education. * Importance of self-regulated learning, goal setting, and meaningful communication in enhancing student motivation. * Findings on the impact of social interaction and support on students' goal achievement and well-being. * Advocacy for integrating psychological principles into educational practices to foster meaningful learning experiences. Marc's Website visit www.positivelearningpsychology.com [http://www.positivelearningpsychology.com/] Theories, Books and Researchers "Pedagogy of the Oppressed" and "Pedagogy of Hope" by Paulo Freire Albert Bandura - agency theory [https://albertbandura.com/albert-bandura-agency.html] Martin Seligman - Positive Psychology [https://ppc.sas.upenn.edu/] George Kelly - Personal Construct Psychology Carl Rogers - Person-Centered Approach Carol Dweck - growth mindset [https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/learning-activities/growth-mindset-and-enhanced-learning] Zimmerman & Schunk (1989) [https://psycnet.apa.org/record/1989-98230-000] Self-regulated learning and academic achievement: Theory, research, and practice Ryan and Deci (2000) - Self determination theory [https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf] Paul A. Kirschner [https://www.tandfonline.com/author/Kirschner%2C+Paul+A], John Sweller [https://www.tandfonline.com/author/Sweller%2C+John] & Richard E. Clark [https://www.tandfonline.com/author/Clark%2C+Richard+E] - Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching [https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1] Snyder (2000) Hope Theory [https://psycnet.apa.org/record/2003-01827-001] Barbara Fredrickson - Broaden and Build Theory [https://pmc.ncbi.nlm.nih.gov/articles/PMC1693418/] Rosenshine's principles of instruction [https://www.aft.org/sites/default/files/Rosenshine.pdf] Key Stage Three: The Wasted Years? [https://assets.publishing.service.gov.uk/media/5a808955e5274a2e87dba5f1/Key_Stage_3_the_wasted_years.pdf] Department for education

SLOP: The Power of Repeated and Varied Practice in Education

...with Dr Mike Hobbiss Mike is an experienced psychology teacher and co-author of "How to Teach Psychology: An Evidence-Informed Approach." In this episode Mike explains how learning and disciplinary fundamentals shape classroom practice, and introduces the SLOP (Shed Loads of Practice) approach, emphasizing varied, repeated practice for deeper understanding. Despite examples and context being set within Psychology as a subject, the concepts and practice is applicable to a wide range of subjects. The discussion explores practical strategies, the importance of building flexible schemas, and how these principles apply beyond psychology. For Mike's blog please visit: hobbolog.wordpress.com/author/michaelhobbiss/ [https://hobbolog.wordpress.com/author/michaelhobbiss/] His book can be found here: www.amazon.co.uk/dp/1915261953 [https://www.amazon.co.uk/dp/1915261953] Key points from the episode: * Mike's background in psychology and philosophy, including his teaching experience in the UK and internationally. * Overview of his book, How to Teach Psychology: An Evidence-Informed Approach, and its relevance to various subjects beyond psychology. * Theoretical framework for effective psychology teaching, combining general learning fundamentals with subject-specific principles. * Pedagogical implications derived from the framework, including seven key principles for classroom practice. * The concept of SLOP (Shed Loads of Practice) and its emphasis on repeated and varied practice for deeper understanding. * The importance of understanding subject-specific nuances in teaching different disciplines. * The role of schemas in learning and their significance for applying knowledge flexibly in various contexts. * Distinction between performance and learning, highlighting the need for long-term retention and application of knowledge. * Use of examples and non-examples in teaching to clarify concepts and address misconceptions. * The value of engaging with educators through blogs and social media to share resources and foster discussions on teaching practices.

Zines and Emotional Literacy: A Fun and Engaging Path to Better Mental Health

…with Julie Kane In today's educational landscape, supporting young people's mental health and emotional literacy is more important than ever. We know that many young people are struggling with managing their emotions and this impacts their education in a range of ways. Julie is a third-year PhD student at Aston University, and discusses her innovative research using zines to support emotional literacy and mental health in young people. Julie shares how her background in psychology and art inspired her to develop creative workshops for primary and secondary students. We discuss the benefits of arts-based approaches, the flexibility and community-building power of zines, and the positive feedback from schools. Julie also highlights practical resources for teachers and her ongoing efforts to adapt and expand this project. "It's like reading literacy—you can read words but not comprehend them. Emotional literacy involves both naming emotions and truly understanding them." – Julie Kane Zelp on Breath Education: https://breathe-edu.co.uk/zelp/ [https://breathe-edu.co.uk/zelp/] Key points of the discussion: * Research on zines as a tool for improving emotional literacy and mental health in young people. * Julie's background in psychology and child development, combined with interests in art and creative expression led to this research. * Definition and importance of emotional literacy in understanding and expressing emotions. * The role of arts-based projects in enhancing mental health and providing alternative forms of expression. * Description and characteristics of zines as self-published materials for personal expression. * The collaborative and solitary aspects of zine-making and its impact on community building. * Implementation of zine workshops in primary schools and their structure, including psychoeducation lessons. * Positive feedback from children participating in zine workshops and its effects on their emotional literacy. * Adaptation of zine workshop materials for secondary school students and the challenges faced. * Resources and support for teachers to implement zine-making in educational settings, including animated videos and lesson plans. Sign up to the newsletter: https://changingstatesofmind.com/contact-me [https://changingstatesofmind.com/contact-me]