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Facing a classroom of attentive, focused, and ready-to-learn students is a teacher's dream. Nevertheless, this is not always the reality, and pulling students along when they don't seem interested is frustrating. Too often, a teacher's daily experience does not align with the dream. This book is here to show how you, as a classroom teacher, "can" generate enthusiasm, confidence, and joy in your students. You "can" affect motivation and make a difference in their lives. Delve into the "what," "why," and "how" by reflecting on your own experiences and unpacking multiple factors that affect motivation. Then, learn how to spark motivation using practical, research-informed strategies that address how to: (1) Hone student grouping, rewards, technology, and competition for positive impact; (2) Confront and disarm testing conflicts to make assessments a pleasant student experience; (3) Examine and empower teacher-student relationships; and (4) Rethink rules and procedures to improve behavioral outcomes.

Discusses the use of Channel One television news broadcasts in the middle school classroom, focusing on the circumstances under which students learn from Channel One, attitudes toward Channel One, and implications for teachers who wish to make effective instructional use of the programming. (JPB)

This paper and accompanying presentation, by Eric M. Anderman, was given for the National Research Council Board on Testing and Assessment’s Workshop on Assessment of 21st Century Skills, Irvine, California, January 12-13, 2011. In it, Anderman critically examine how 21st century skills can be taught, and how they are best learned, focusing on three domains of these skills: cognitive skills (i.e., problem-solving and critical thinking), interpersonal skills (i.e., communication skills, teamwork, and cultural sensitivity), and intra-personal skills (i.e., self-regulation, executive functioning, and self-management). In addition, Anderman discusses domain-specificity verses domain-generality of the teaching and learning of these skills and examines contextual factors that facilitate and hinder the teaching and learning of these skills.

Chapter in: Psychology of Classroom Learning: An Encyclopedia