From September 19th to 21st, 2024, I had the privilege of attending the FOBISIA Drama Conference at St. Andrews School, Bangkok. The conference was led by Ned Glasier, an acclaimed drama facilitator celebrated for his innovative, student-centered approach to learning and creativity.
While the workshop was focused on the process of devising theatre, Glasier’s methods and philosophies transcend the drama studio. His approach, grounded in Self-Determination Theory (SDT), was inspiring and I believe is one that all educators can learn from.
For those who are less familiar, SDT emphasises three key drivers of motivation and engagement: autonomy, competence, and relatedness. These principles create learning environments where students feel empowered, capable, and connected regardless of the subject being taught.
Here are three key takeaways from Glasier’s workshop that can inspire educators across disciplines:
Autonomy: Give Students Choices and Follow Their Desire Paths
Glasier shared the importance of giving students meaningful choices and paying attention to the “desire paths” they naturally follow in their learning.
The concept of desire paths comes from urban planning, describing the informal trails people create across parks or fields by walking the routes that feel most natural to them often diverging from the paved walkways designed by planners. Glasier uses this metaphor to illuminate how students approach learning: when given freedom to explore, they often reveal their own instincts, curiosities, and preferences.
In practice, this means designing lessons that allow students to make choices about how they engage with material. This approach to autonomy isn’t about giving students unlimited freedom but about creating structured opportunities for meaningful choice. By enabling students to follow their “desire paths,” we empower them to connect more deeply to their learning.
In the framework of SDT, autonomy is essential: students thrive when they feel they have some control over their learning journey. By offering choices that matter and respecting their instincts, we cultivate ownership, curiosity, and intrinsic motivation.
Competence: Build Confidence with Small, Manageable Tasks
Another key insight from Glasier’s workshop was the importance of helping students build confidence by starting with small, manageable challenges. Glasier’s approach focuses on creating low-stakes environments where students can experiment, take risks, and develop a sense of accomplishment before moving on to more complex tasks.
Scaffolding is a concept we all know well, but the way that Glasier approached every task made them accessible to all. For example, in the context of devising theatre, participants were encouraged to begin by creating just ten seconds of work. This was a short, focused task that felt achievable. Once this initial step was complete, they could gradually layer on more detail, meaning, and structure.
This incremental approach allowed participants to feel a sense of success early in the process, building confidence to tackle bigger challenges.
This principle is easily applicable to any classroom. Breaking larger projects into smaller, more manageable steps allows students to experience early wins, which fosters a sense of competence. For instance, instead of asking students to write a full essay immediately, you might guide them to write just one paragraph first. This is something I have found success with in GCSE and A-Level Drama classes. Students seem to feel more confident that they can write a full essay after writing just one strong paragraph.
Competence is a cornerstone of SDT: when students feel capable of achieving their goals, they are far more likely to stay engaged and motivated. By celebrating small successes and providing step-by-step support, we can help students develop a strong sense of mastery and self-belief.
Relatedness: Create a Sense of Purpose and Connection
Another pillar of Glasier’s workshop, and a central tenet of SDT, was relatedness: helping students feel connected to others and to something larger than themselves. Glasier reframed creative work as an “offering” rather than a “product,” emphasising that the ultimate goal of learning or creating is to contribute meaningfully to the world or to others.
One particularly powerful exercise in the workshop involved imagining an audience. Participants were asked to draw a picture of someone they wanted to see their work. It could have been a family member, a friend, or even someone they’d never met. On a birthday card, they wrote down what they hoped that person would think, feel, or do after engaging with their work. This simple activity helped participants see their work as more than just a task; it became an act of connection and purpose.
This concept applies seamlessly to any subject. By grounding learning in real-world purpose, educators can help students connect their work to something meaningful, fostering a sense of relevance and agency.
SDT highlights the importance of relatedness: students are more motivated and engaged when they feel their work matters and contributes to something beyond themselves. By helping students see how their learning connects to others and to the world, we can inspire them to engage more deeply.
Final Thoughts: Teaching Through Empowerment
At the heart of Ned Glasier’s approach is a belief in the potential of young people not as “adults in progress,” but as individuals already capable of creating meaningful change. His workshop was a powerful reminder that education is not about imposing knowledge or skills but about empowering students to discover, develop, and express their own ideas.
By embedding the principles of autonomy, competence, and relatedness into our teaching practices, we can create classrooms where students feel valued, motivated, and purposeful.
These lessons extend far beyond the drama studio and apply to every subject, every teacher, and every learner. As educators, we have an extraordinary opportunity to foster not just knowledge, but growth. When we trust our students, give them space to lead, and connect their learning to something larger than themselves, we empower them to thrive not just in school, but in life.
Visit Ned Glasier’s website here.
Learn more about SDT here.
