Uploaded August 2014 | Updated September 2026, 2 weeks ago
Imagine a company wishes to offer $ 1,000 as a bonus to employees. How should they go about it? There are 3 options: a) They could present it as a down payment on a new car or some home improvement b) They could present it as added security (money in the bank for a rainy day) or c) They could present it as a way of recognising the importance of the individual to the company. The question is: which of the 3 ways of presenting that bonus would be more likely to motivate people? Chip Heath run such a study and here is his brother Dan Heath reporting the results… In the light of these findings it is worth asking ourselves: do the management of the school we work for try to motivate us in the right way? And how can we motivate other people – not only people working in schools or businesses, but also people offering to do voluntary work in organisations like TESOL or IATEFL perhaps?
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
Imagine a company wishes to offer $ 1,000 as a bonus to employees. How should they go about it? There are 3 options: a) They could present it as a down payment on a new car or some home improvement b) They could present it as added security (money in the bank for a rainy day) or c) They could present it as a way of recognising the importance of the individual to the company. The question is: which of the 3 ways of presenting that bonus would be more likely to motivate people? Chip Heath run such a study and here is his brother Dan Heath reporting the results… In the light of these findings it is worth asking ourselves: do the management of the school we work for try to motivate us in the right way? And how can we motivate other people – not only people working in schools or businesses, but also people offering to do voluntary work in organisations like TESOL or IATEFL perhaps?
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
![Psychology and ELT - The Wrong Focus
So: you are a teacher, you’ve done your ELT training, you read ELT books, you watch ELT webinars, you attend ELT conferences, etc. How can you get even better as a teacher? What about doing more of the same? Is this a good idea? It seems that this would be the most obvious answer.
Yet Rory Sutherland seems to disagree. And he points out two very important things: a) The law of diminishing returns: Beyond a certain point, it takes a lot more effort to make a difference in something (and that difference is likely to be marginal); b) even if you do get better at something you are already good at, your students may not even notice. So this is the idea: perhaps we spend too much time trying to improve our knowledge about the language (grammar, discourse, phonology etc.) or methodology (methods, techniques etc.); perhaps we should focus on something else. Disciplines such as Psychology, Business Studies, Management and Behavioural Economics can potentially help us enormously. Even finding ways (as Rory Sutherland suggests) to let your students know how great you are may well be a better investment of your time (Marketing!)
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - The Wrong Focus](https://i.ytimg.com/vi/cYu8wm8L-WM/mqdefault.jpg)
![Communication: Creativity and Lateral Thinking
Once upon a time there was a little library. It was full of books and people loved it. Children spent many a happy hour browsing for little gems among its shelves. Alas, as often happens in fairy tales, things changed and the local authority found itself in dire financial straits. If the library was to be saved, the people would have to agree to a 0.7% rise in local taxes. August the 2nd was scheduled as the voting day. The fate of the little library hang in the balance…
This short clip about the campaign to save the library is one of the most amazing I have ever watched. Hats off to the people who came up with the idea! :-)
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Communication: Creativity and Lateral Thinking](https://i.ytimg.com/vi/chzmvMGiQmc/mqdefault.jpg)
![Psychology and ELT - CS Zappos 2
‘Pleased to make your acquaintance. And here is $ 2,000 for you’. I know it sounds bizarre, but read on…
You have applied for the job. Your application has been accepted. You will be working in the customer service department. Your training is completed and then… then the company makes you an offer. ‘If you think this job may not be for you, you don’t have to take it. Oh! And here is $ 2,000 for your time and effort!!’
‘Ok – hang on a sec’ you think to yourself ‘This company is paying me money – to leave?!?’ (if you decide to stay, you don’t get it; it’s a ‘golden handshake’).
Why would a company want to do such a thing??!? Here is Dan Ariely offering us a couple of reasons…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - CS Zappos 2](https://i.ytimg.com/vi/cjN1iWPDvMw/mqdefault.jpg)
![Human Nature - Anchoring
Anchoring is a fascinating phenomenon. The idea is that the presence of a figure in our mind exerts an influence on us – on our judgments / estimations / evaluations, even if we know that the former (the figure) has nothing to do with the latter. Professor Dan Ariely shows how this works by means of a fascinating study.
While we might perhaps be reluctant to use this mechanism to manipulate others, we need to be aware of its existence in order to resist other people’s attempts to manipulate us! For instance, when the local car dealer makes you an initial offer of $ 1000 for your car, when you both know full well it is worth at least four times as much, chances are s/he is trying to rip you off as the figure still functions as an anchor.
[NB: If you are involved in negotiations over money (cars – real estate – rent – a business deal etc.) it is important that you get in your offer FIRST. Then it is your sum which acts as the anchor for both parties].
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Human Nature - Anchoring](https://i.ytimg.com/vi/cmOc0hRaBwo/mqdefault.jpg)
![Human Nature - Signalling
HUMAN NATURE – SIGNALLING
OK – here is a while-viewing task for your students (just on the off-chance you may want to use it for practice purposes in class…)
i) What are the factors that make it difficult for people to care about the environment?
ii) Why was the To yota Prius more successful than the Honda hybrid car?
iii) In what ways are his Prius-driving friends different from his non-Prius-driving friends?
iv) What is the moral of all this?
The great Dan Ariely draws our attention to a key human motivator: signalling. Much of what we do in life (and about 99% of what we do in the social media) serves to signal to others what wonderful people we are. So why not use this natural tendency to get people to do what is right for the environment, for the planet – for all of us?
And yet we are reluctant to do this– it somehow feels like cheating. This may well be a mistake though. According to Rory Sutherland, The error of the environmental movement seems to me to be assuming that it is not only necessary for people to do the right thing, but that they must do the right thing for the right reasons (‘Alchemy’ – p. 313). Perhaps we should think again…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Human Nature - Signalling](https://i.ytimg.com/vi/cqaaf44U4Jc/mqdefault.jpg)
![Pychology and ELT - Products and Experiences
This is an amazing insight: when we design physical products (e.g. a kettle), we take into account the way the human body has evolved, the shape of our hands etc. Yet when it comes to designing experiences, very often we fail to factor in our evolved psychological preferences – perhaps because (unlike our hands) these are not immediately apparent. Now however we know a lot more about how we have evolved to think and what choices we naturally prefer. Isn’t it high time this knowledge informed the way we approach people, the way we teach or the way we design things like websites for instance? Another little gem from Rory Sutherland.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Pychology and ELT - Products and Experiences](https://i.ytimg.com/vi/d80YaVIoS2I/mqdefault.jpg)
![Ads for ELT - Art
This ad is simply stunning. The people who made it have managed to link together some of the most iconic paintings in a beautiful little ‘story’.
This can be a great warm-up to a lesson on ‘Art’. Students can be asked to describe what they saw and then, as a follow-up, they can try to find out some information about the various paintings and their creators.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Ads for ELT - Art](https://i.ytimg.com/vi/dLwdYBzp4cY/mqdefault.jpg)
![Psychology and ELT - Demotivation
You try something and it doesn’t quite work; you try a different tack and again you fail. Do you try again? Well, the answer seems to be that it depends on whether ‘failure’ has any consequences. Watch this amazing 2-min video.
Now think about what happens in class: do our students feel safe to experiment with language? Are we perhaps too focused on marks/grades based on performance? And what would have happened here if people were actually rewarded for trying and trying again?
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - Demotivation](https://i.ytimg.com/vi/dYoQQ_Ncx3Q/mqdefault.jpg)
![Comedy for ELT - From 29 to 31 [What a Difference!]
[To get a free worksheet (+KEY +Script) just click here: https://drive.google.com/file/d/0ByC3QwWZuGXdT2RIZXBmZVE4OVE/view?usp=sharing ]
Simply amazing!!! :-) The woman on the left is 29 – the woman on the right is supposed to be the same one at 31. And what a HUGE difference two years make…
Watch the brilliant Garfunkel and Oates give us the stereotypical perspective of a woman at these two (oh so different) stages of her life. Excellent language and a fantastic springboard for all sorts of role-plays, debates, stereotype dissection etc. etc. – the possibilities are endless!
Level: C1 - C2 Topics: Marriage / Relationships / Life stages / Stereotypes.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
LYRICS
For the first time in my life, I see it clearly
I realize the power of being a woman.
Twenty nine years old and time’s on my side.
Im in my prime, Ive hit my stride
I got so much charisma, and so many options
Its nice to always have my pick
Theres nobody left, Im all alone
Im at the top of my game, possibilities are endless,
and I just feel really pretty
Im holding out for someone who meets my standards,
wont settle for anything less than perfect
I know what I want and I can have it,
Im surrounded by love and peace
Theres nobody left, Im all alone
Why did I wait, whats wrong with me?
In two short years, Im gonna be 33
Who the hell who want me then,
my ovaries are shrinking
Im disgusting and everyone feels bad for me
And I never get invited to dinner party anymore
Thing unfolds when theyre supposed to,
cause everything happens for a reason
It’ll happen for me when Im not even looking,
hell just appear and Ill just know
And hell love me forever without any work,
who needs to try when things are meant to be
Theres nobody left, Im all alone
[…….] ahhhhhhhhhhhhhhhhhhhhh
Cause life is good/over Comedy for ELT - From 29 to 31 [What a Difference!]](https://i.ytimg.com/vi/dwITFkPxjBA/mqdefault.jpg)
![Ads for ELT - Friends
ADS FOR ELT – FRIENDS
OK – that toy rabbit has certainly seen better days… It’s pretty battered up and quite filthy… Surely, the best thing to do would be to put it out of its misery and throw it in the bin? Yet Harvey things otherwise; that rabbit is not just any rabbit… Enjoy! 😊
[NB: I do not own the copyright to this video clip. I have only uploaded it here for educational purposes]. Ads for ELT - Friends](https://i.ytimg.com/vi/dxi0HPfDY8s/mqdefault.jpg)
![Psychology and ELT - Gamification
If you think about what it is that gamers do when they spend hours and hours playing WoW or other online games, it’s pretty unexciting isn’t it? They are just sitting there, looking at a screen and pressing buttons. But it certainly doesn’t feel like this to them. This simple demonstration shows how we can tweak things so as to make something mundane suddenly appear much more attractive.
So – what about the activities in the EL classroom? Of course, we are not software designers, but there are some game elements that we can play with to turn run-of-the-mill tasks into something exciting. How about i) dividing students into teams? ii) getting them to work together? iii) setting a goal? iv) selecting a (fairly trivial) award? v) adding time pressure to maintain a brisk pace? vi) making sure the challenge is not too difficult? vii) setting up a point system? The list could go on and on…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - Gamification](https://i.ytimg.com/vi/e28gS1D_VzY/mqdefault.jpg)