Download Study Guide--Classroom Motivation from A to Z: How to Engage by Barbara R. Blackburn PDF

By Barbara R. Blackburn

ISBN-10: 1596670339

ISBN-13: 9781596670334

The actions within the advisor may help you attach the feedback and techniques in school room Motivation from A to Z on your real-life educating reviews. for every of the 26 chapters within the e-book, you'll find a sequence of 3 actions to help you ponder your present practices. They ask you to behave now and switch your lecture room right into a position the place scholars can thrive. examine the place you're without delay. determine your strengths and pat your self at the again! Then, establish your demanding situations and get busy determining the best way to be greater. think of attempting whatever new. This component to the learn consultant asks you to step from your convenience quarter and view attempting one of many techniques or practices you will have examine. remove a helpful notion. eventually, be ready to stroll away with whatever you may actually use day after today.

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Additional info for Study Guide--Classroom Motivation from A to Z: How to Engage Your Students in Learning

Sample text

Are there any students you teach (or have taught in the past) for whom you did not communicate high expectations? Write about one of those stu­ dents here. In what ways did you let him or her "settle" for less than the best? What could you have done to raise expectations for this student without overwhelm­ ing him or her? 23 24 Classroom Motivation from A to Z: Study Guide Consider Trying Something New Think about your "worst" student, the one who receives negative attention from you most of the time.

Don't let students settle for anything less than what they are capable of accomplishing. How will you use any student failure you encounter throughout the next unit as a life lesson about success? J Jump to Conclusions (Don't) Assess Where You Are Right Now Have you ever jumped to a conclusion about a student or situation? Describe what happened. How did the student(s) react to your judgment (if they noticed)? Did you later discover that you made an incorrect assumption? If so, how did that make you feel?

Are you willing to try it for one grading period? Perception is Reality 49 Take Away a Valuable Idea Pinpoint the nonstrategic learners in your classroom (the ones you see primarily fit­ ting into the left-hand column of the chart on page 112 of Classroom Motivation from A to Z). Make a plan with which you can immediately begin to move at least one stu­ dent from amateur to professional. Student Amateur Behavior/Characteristic Overwhelmed by problems Places high value on the opinions of others (needs constant reassurance) Regularly submits to peer pressure External frame of reference Views failure as the end, not as a learning process Expects to do the same things and get different results without trying to work out the problem on own Doesn't think about thinking (no metacognition) No plans for what to do if instructions don't work Doesn't connect learning to other things unless made explicit by the teacher; doesn't realize that all connects to long term Cannot visualize an end product or a correct result of task or learning; doesn't know what it "feels like to be right" Uses feedback and criticism as a stop sign Actions I Can Take to Help Him/Her Become a Professional Learner Global Global Global Global Quantify Quality Assess Where You Are Right Now Reflecting on all of your teaching experiences, can you think of a time when, if direc­ tions and expectations had been communicated more clearly, students would have demonstrated higher levels of success?

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Study Guide--Classroom Motivation from A to Z: How to Engage Your Students in Learning by Barbara R. Blackburn


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