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El. knyga: Motivation to Learn: Transforming Classroom Culture to Support Student Achievement

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Harness the power of motivation to transform the learning experience! When properly channeled, motivation propels learning forward. Yet teachers across all grade levels and disciplines struggle to recognize and cultivate this dynamic, social force in theclassroom. This essential resource proves that all students are motivated to learn, and provides authentic tools to create and sustain a classroom community that is highly engaged. You'll discover: Reflection activities that promote student voice and self-efficacy as well as assess existing motivation levels, Case studies and best practices based on current motivation theory and research, Strategies to design meaningful learning tasks and build positive relationships with students and colleagues. -- Provided by publisher.

This book is a resource for teachers wanting to amplify motivation in their students. Authors Middleton and Perks found the discussion on research-based motivational strategies. One tool used throughout is reflective practice, which involves asking and answering Socratic-type questions about methods, events, and observations Section I, "Understanding Student Motivation," is about what motivation is and how teacher beliefs influence motivation. Section II, "Classroom Practices and Strategies," covers surveys of students and teachers about classroom motivation, promoting student voice, designing meaningful learning tasks, strategies for balancing challenges and successes, and building positive relationships around learning. Section III, "Maintaining and Sustaining Motivation," discusses sustaining motivation over time, the influence of context, and the aspect of professional self-development. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)

Harness the power of motivation to transform the learning experience!
 
When properly channeled, motivation propels learning forward. Yet teachers across all grade levels and disciplines struggle to recognize and cultivate this dynamic, social force in the classroom. This essential resource proves that all students are motivated to learn, and provides authentic tools to create and sustain a classroom community that is highly engaged. You’ll discover:

  • Reflection activities that promote student voice and self-efficacy as well as assess existing motivation levels
  • Case studies and best practices based on current motivation theory and research
  • Strategies to design meaningful learning tasks and build positive relationships with students and colleagues.

Recenzijos

"Motivating students is a complex task.  Motivation to Learn: Transforming Classroom Culture to Support Student Achievement is an excellent user friendly resource highlighting and illustrating how to navigate through this task step by step, verifying that it is a continuous process for both students and educators." -- Charla Buford Bunker BS, MA, NBPTS, Literacy Specialist "The desire to understand motivation begins with the practitioner. Teachers who read this book will be invited to reflect and draw on best practices as the authors scaffold the process with research, scenarios, and supportive tools. Follow the process and the culture of motivation will change in the classroom." -- Margarete Couture, Elementary Principal "The information and reflective exercises presented here allow  a faculty to come together, tap into core beliefs, and create a culture of classroom motivation that energizes the entire school." -- Melanie Mares Sainz, Academic Coach "Provides a set of guiding questions and considerations that will serve as proverbial guardrails for those working in schools seeking to translate motivation principles into effective strategies. This book has a place on the desks of teacher educators, educational and developmental psychologists, as well as students seeking further advancement." -- Australian Educational and Developmental Psychologist Journal

Acknowledgments vii
About the Authors ix
SECTION I Understanding Student Motivation
1(66)
Introduction: The Nature of Motivation in the Classroom
1(12)
1 What Is Motivation to Learn?
13(30)
2 How Do Teacher Beliefs Influence Motivation?
43(24)
Assumptions About Teaching and Learning
44(7)
Beliefs About Motivation in the Classroom
51(8)
Teacher Stance
59(2)
WARM Teacher Stance
61(6)
Section I Conclusion
65(2)
SECTION II Classroom Practices and Strategies
67(90)
Introduction
67(3)
Motivation in the Classroom: Teacher Survey
70(1)
Motivation in the Classroom: Student Survey
71(1)
Survey Scores
72(1)
3 Promoting Student Voice
73(22)
Practices and Strategies That Promote Student Voice
75(16)
Chapter Summary
91(2)
Survey Questions
93(2)
4 Designing Meaningful Learning Tasks
95(21)
Meaningful Learning
96(8)
Integrating Elements of Meaningful Learning Into Classroom Instruction
104(7)
Chapter Summary
111(5)
5 Promoting Challenge With Success
116(19)
The Roles of Success and Challenge
117(1)
Designing Appropriate Challenge
117(5)
Balancing Challenge and Success
122(1)
Engaging in Formative Assessment Practices
123(1)
Providing Timely and Useful Feedback
123(1)
More Strategies for Balancing Challenge and Success
124(5)
Chapter Summary
129(6)
6 Building Positive Relationships Around Learning
135(22)
Relationships Matter for Motivation
136(2)
Strategies and Approaches for Positive Student-Teacher Relationships
138(9)
Strategies for Supporting Positive Peer Relationships
147(5)
Student-Centered Discussion Protocol
152(1)
Chapter Summary
153(4)
Section III Maintaining and Sustaining Motivation
157(46)
Introduction
157(3)
7 Sustaining Motivation Over Time
160(13)
Chapter Summary
171(2)
8 The Social Context of Motivation
173(16)
Classrooms and Context
173(13)
Chapter Summary
186(3)
9 Maintaining Self-Motivation
189(14)
Final Thoughts on Professional Development
199(1)
Chapter Summary
200(3)
Appendix 203(2)
Glossary of Key Terms 205(3)
References 208(16)
Index 224
Michael Middleton is an Associate Professor and Chair of the Education Department at the University of New Hampshire where he researches and examines the relation of classroom and culture to adolescent identity and motivation in diverse community settings. Currently, he holds the John and H. Irene Peters Professorship in Education to support his teaching, research and service and has been a recipient of a UNH Faculty Excellence in Teaching Award. Primarily,  his teaching focuses on the preparation of educators to meet the complex demands of classroom teaching.  Early in his career, Michael was a high school mathematics teacher working with at-risk youth.  He currently lives in New Hampshire with his son.

Kevin Perks is a program and research associate with Learning Innovations at WestEd who works with schools and districts across the country to support motivation, engagement and achievement in such areas as standards-based education, literacy, and educational reform. Most recently, Kevin has been working with districts to support the implementation of the Common Core State Standards across all content areas. Kevin began his career in Ohio where he taught at a private school dedicated to addressing the needs of under-served learners with dyslexia and other learning disabilities. Since then he has taught a variety of subjects from K-12 to the university level. Kevin currently lives in Maine with his wife and daughter.
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