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

This practical guide, aligned with Race to The Top Initiatives for teacher evaluation and Common Core Standards implementation, shows educators not only how to identify and harness motivation but also to sustain it over time. This is the one resource that will engage you in the thoughtful exploration of motivation and provide you with field-tested strategies that actively involving students, teachers and the whole school.

“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

Lowndes Middle School, Valdosta, GA

How Do Teacher Beliefs Influence Student Motivation?

How do teacher beliefs influence student motivation?

Educators are always looking for new strategies to improve instruction and student learning. In our work with preservice and inservice teachers, educators frequently state that they want to learn strategies to increase student motivation. We assume most readers who will read this book also are looking for concrete strategies to improve student motivation and engagement in their classrooms. However, while most of the chapters in this book describe practical techniques, building motivation does not begin with practices or strategies. Despite their importance, strategies are only part of what constitutes effective practice.

Effective practice springs from a foundation of a teacher's essential assumptions and beliefs about teaching and learning because as teachers we tend ...

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