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

...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/

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

BPS Psychologist Article on Oracy 'Is 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

…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

"Pedagogy of the Oppressed" and "Pedagogy of Hope" by Paulo Freire

Albert Bandura - agency theory

Martin Seligman - Positive Psychology

George Kelly - Personal Construct Psychology

Carl Rogers - Person-Centered Approach

Carol Dweck - growth mindset

Zimmerman & Schunk (1989) Self-regulated learning and academic achievement: Theory, research, and practice

Ryan and Deci (2000) - Self determination theory

Paul A. Kirschner, John Sweller & Richard E. Clark - Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Snyder (2000) Hope Theory

Barbara Fredrickson - Broaden and Build Theory

Rosenshine's principles of instruction

Key Stage Three: The Wasted Years? Department for education