Fall Down 7 Times, Get up 8: Week 7

After reading Chapter 6, Examining Rewards, choose one of the three questions below - and provide us with examples that are applicable to your classroom/school.

1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks?

2) Do you believe there are any constructive long-term benefits of rewards? Explain if and when you think they are appropriate or why you think they are never appropriate.


3) Some districts and schools are moving to mandated system-wide rewards to boost student test scores and help close the achievement gap. Do you support that idea? Why or why not?

Additional Resources: 

Strategies to Build Intrinsic Motivation

Intrinsic Motivation

How and Why Intrinsic Motivation Works


***Next week we will read and discuss Chapter 7, Autonomy, Time, and Flow. 

***Have a great week :)

Fall Down 7 Times, Get up 8: Week 6

After reading Chapter 5 , Mindset - The Key to Self-Motivation, choose one of the three questions below - and provide us with examples that are applicable to your classroom environment.

1) In "Elizabeth's Dilemma," Dweck (2006) gives five possible choices. Did your initial response change after you read the narrative describing Dweck's explanation about each choice? Why or why not?

2) Carol Dweck's (1999, 2000, 2006) mindset theory derives from her initial interest in attribution theory. How do you think her research on attribution theory led their to her conclusions about mindsets?

3) What is the difference between working harder and working smarter? How can you guide a learner to work smarter?


Additional Resources:

Meet the Robinsons - Keep Moving Forward
Brain Growing Videos
Growth Mindset Videos
Power of Believing You Can Improve - Carol Dweck  
Power of Belief 
Growth Mindsets and Motivation 
Growth Mindsets in the Classroom via Pinterest 

***Next week we will read and discuss Chapter 6, What Do I Get for Doing It? (Examining Rewards). 

***Have a great week :)

Fall Down 7 Times, Get up 8: Week 5

 After reading Chapter 4, Attribution Theory, choose one of the three questions below - and provide us with examples that are pertinent to your classroom/situation.

1) How can helping students understand the concept of attribution theory help them gain self-efficacy? Give examples of how adults can do this.

2) Discuss students you presently teach or you have previously taught who show indications of learned helplessness. How have you previously dealt with the problem? 
Is there anything you would do differently now?  

3) List several ways teachers communicate both positive and negative expectations i the classroom. Record both verbal and nonverbal cues. Can you describe some that are subtle but still powerful? 


Additional Resources: 

Attribution Theory in the Classroom

Attribution Theory

Attribution Theory in the Classroom via Prezi

Learned Helplessness

Avoiding Learned Helplessness

Strategies to Combat Learned Helplessness

7 Keys to Effective Feedback

Tips for Providing Students with Meaningful Feedback

Self-Fulfilling Prophecy


***Next week we will read and discuss Chapter 5, Mindset - The Key to Self-Motivation. 

***Have a great week :)

Fall Down 7 Times, Get up 8: Week 4

 After reading Chapter 3, Self-Regulation, Deliberate Practice, and Failure, choose one of the three questions below - and provide us with examples that are pertinent to your classroom/situation.

1) Do the findings from Mischel's (1998) classic marshmallow study confirm or challenge your beliefs about students and instant gratification? Explain your answer.

2) Discuss various methods you have used (or have observed someone else use) to help students learn to control implusivity. What are additional strategies you are willing to try?

3) The author offers an explanation for why she thinks the words for now are important when helping students learn self-regulation. What are some other words or strategies adults can use to assist students learn to delay gratification? 

Additional Resources:  

Affects of Instant Gratification in Learning  

 16 Ways To Promote "Grit" and Delayed Gratification in the Classroom

Mindful Classroom Management