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The Resource Helping Students Motivate Themselves : Practical Answers to Classroom Challenges

Helping Students Motivate Themselves : Practical Answers to Classroom Challenges

Label
Helping Students Motivate Themselves : Practical Answers to Classroom Challenges
Title
Helping Students Motivate Themselves
Title remainder
Practical Answers to Classroom Challenges
Creator
Subject
Language
eng
Summary
Give your students the tools they need to motivate themselves with tips from award-winning educator Larry Ferlazzo. A comprehensive outline of common classroom challenges, this book presents immediately applicable steps and lesson plans for all middle and high school teachers looking to help students motivate themselves. With coverage of brain-based learning, classroom management, and using technology, these strategies can be easily incorporated into any curriculum.Learn to implement solutions to the following challenges:How do you motivate students? How do you help students see the importance of personal responsibility? How do you deal with a student who is being disruptive in class? How do you regain control of an out-of-control class? And more! Blogger and educator Larry Ferlazzo has worked to combine literacy development with short and rigorous classroom lessons on topics such as self-control, personal responsibility, brain growth, and perseverance. He uses many "on-the-spot" interventions designed to engage students and connect with their personal interests
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Helping Students Motivate Themselves : Practical Answers to Classroom Challenges
Label
Helping Students Motivate Themselves : Practical Answers to Classroom Challenges
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=1422356
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Cover -- Title Page -- Copyright Page -- Table of Contents -- Online Resources -- Free Downloads -- Meet the Author -- Acknowledgements -- Introduction -- Part I Classroom Culture -- Question 1 How Do You Motivate Students? -- The Dangers of Incentives and Rewards -- Immediate Actions -- Praise Effort and Specific Actions -- Build Relationships -- Use Cooperative Learning -- Show Students the Economic and Health Advantages of Doing Well in School -- Creating Opportunities for Students to Help Make Decisions -- Setting the Stage -- The Brain Is Like a Muscle -- Setting Goals -- Reviewing Goals Regularly -- Partner Support -- Asking Questions -- Making Goals Public -- Designing Action Plans -- Getting Enough Sleep -- Recognizing That What Is Being Learned Is Useful -- "The Brain Is Like a Muscle" Lesson Plan -- Goal-Setting Lesson Plan -- "Why We Should Sleep More" Lesson Plan -- Helping in the Future Lesson Plan -- Question 2 How Can You Help Students See the Importantance of Personal Responsibility? -- Immediate Actions -- Helping Students Develop a Positive Self-Image -- Reminders -- Writing Exercise to Build Self-Esteem -- Setting the Stage -- Blaming Others Lesson Plan -- Self-Esteem Lesson Plan -- Blaming Others Lesson Plan -- Self-Esteem Writing Lesson Plan -- Question 3 How Do You Deal With a Student Who Is Being Disruptive in Class? -- Immediate Actions -- Reflection Cards -- Emphasizing "Positive-Framed" Messages -- Emphasizing What Students Can Do Instead of What They Can't Do -- Telling Students That You Are Not Going to Call Their Parents -- Physical Proximity, Saying "Please," Compliance Recognition, & Requests Instead of Orders -- Remaining Calm -- Setting the Stage -- Replenishing Glucose -- Asking Students How They Feel During Good Moments -- Stress Balls -- Writing Students a Letter -- Have Students "Pack Away Their Troubles"
  • Self-Control Lesson Plan -- What if None of These Strategies and Tactics Work? -- Self-Control Lesson Plan -- Question 4 How Do You Regain Control of an Out-of-Control Class? -- How It Works -- Beginning the System -- Using It as a Warmup/Do Now -- Weaning Students Off the System and Dealing with Reoccurrences -- Using the System Before a Class Gets Out of Control -- Question 5 How Do You Help Students See Problems as Opportunities, Not Frustrations? -- Immediate Responses -- Giving Students Feedback -- Setting the Stage -- Helping Students See Their Own Growth -- Grit -- Grit & Growth Mindset Lesson Plan -- Improvement Rubric Lesson Plan -- Question 6 What Are Some Ways You Can Get the Year Off to a Good Start? -- Criteria -- Building Relationships -- Set & Enforce High Expectations -- Engaging Lessons with the "Why?" Built into Them -- Assessments -- Connecting with Parents -- First Week Unit Plan -- Question 7 What Can You Do to Help Keep Your Students-and Yourself-Focused at the End of the School Year? -- Introducing the Idea of a Strong Finish -- Engaging Student Projects -- Students' Own Unit Plan -- Field Trip-Real and/or Virtual -- Other Technology Projects -- Other Cooperative Learning Projects -- The Last Few Days of School -- Celebrate and Appreciate -- Agitate and Evaluate -- Student Evaluations of Teachers -- Talking About Themselves -- Getting a Head Start on Next Year's Class -- How Can Teachers Stay Energized? -- "Strong Finish" Lesson Plan -- Student-Created Unit Lesson Plan -- Part II Classroom Instruction -- Question 8 What Are the Best Things You Can Do to Maximize the Chances of a Lesson Being Successful? -- Elements to Consider, Including in Lesson Plans -- Strategic Introductions -- Novelty -- Relevance -- Written and Verbal Instructions -- Modeling -- Activate Prior Knowledge -- Translating -- Movement -- Choices
  • Minimize Lecture & Maximize Cooperative Learning -- Wait Time -- Visuals -- Explicit Pattern Seeking -- Fun -- Feedback -- Formative Assessment -- Reflection, Review, & Summarization -- Question 9 How Can You Best Use a Few Minutes of "Leftover" Time in Class? -- Review -- Summarize -- Relate -- Reflect -- Intellectually Challenge -- Technologically Engage -- Read -- The Importance of Good Endings -- Question 10 How Can You Help Students ? Develop Higher-Order Thinking Skills? -- Immediate Steps -- Helping Students Develop Metacognition -- Asking Questions -- Teachers Modeling Their Thinking Process -- Setting the Stage -- Graphic Organizers -- Use a Bloom's Taxonomy Chart in Your Lesson Planning -- Incorporating Inductive Learning -- Cooperative Learning -- Explicitly Teach the Revised (or Original) Bloom's Taxonomy -- Bloom's Taxonomy Lesson Plan -- Question 11 What Are the Best Ways to Incorporate Cooperative Learning in Your Lessons? -- A Few "Universal" Guidelines -- Cooperative Learning Strategies -- Think-Pair-Share or Think-Write-Pair-Share -- Jigsaw -- Project-Based Learning & Problem-Based Learning -- Neighborhood Comparison Lesson Plan -- Question 12 What Are the Easiest Ways to Use Educational Technology in the Classroom? -- Very Easy Ways to Integrate Technology in the Classroom -- Using a Computer Projector -- Using a Document Camera -- Easily Creating an Authentic Audience for Student Work -- To Make It Easily Viewable by Other Classmates -- To Make It Easily Viewable by Others Beyond the Classroom -- Annotating the Web -- Engaging Reluctant Readers -- Searching the Web -- Organizing Research -- Easy Ways to Integrate Technology in the Classroom -- Videotaping Student Presentations -- Connecting With an Online Sister Class-Ideally in Another Country -- Participating in & Creating Virtual Field Trips
  • How Should Students Work with Computers? -- Question 13 How Can You Best Use Learning Games in the Classroom? -- "Low-Tech" Games -- Games Using Small Whiteboards -- Games That Require Students to Create Materials -- Online Games -- Games Where Teachers and/or Students Can Create the Content -- Games Where the Content has Already Been Created -- Afterword -- References
http://library.link/vocab/cover_art
https://contentcafe2.btol.com/ContentCafe/Jacket.aspx?Return=1&Type=S&Value=9781317930266&userID=ebsco-test&password=ebsco-test
Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4406949'}
Extent
1 online resource (209 pages)
Form of item
online
Isbn
9781317930266
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

Library Locations

    • Folsom LibraryBorrow it
      110 8th St, Troy, NY, 12180, US
      42.729766 -73.682577
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