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Because you can't possibly know exactly what will motivate every student, it's vital to have a reliable blueprint and a set of strategies that are proven to work across a broad spectrum of students. That's why you need this book from a teacher and psychologist with over 30 years of experience. Drawing from recent research of the concepts of internal motivation and control, Bob Sullo describes how to get students in every grade focused and ready to learn by: (1) Eliminating "the external control model" from your teaching; (2) Using differentiation strategies to provide all students with a way to be successful; (3) Adopting the behaviors and vocabulary of a positive classroom; (4) Developing lesson plans and grading practices that allow every student to experience academic success through sustained effort; and (5) Strengthening your own professional identity in the classroom. With lots of classroom scenarios and steps to get you started, "The Motivated Student" makes it much easier for you to take advantage of the newest thinking on how to tap your students' innate desire to learn. This book contains the following chapters: (1) Eliminate Fear from the Classroom; (2) Minimize Your Use of Coercion; (3) Eliminate External Rewards; (4) Discover the Power of Internal Motivation; (5) Teach Routines, Rituals, and Procedures; (6) Be Enthusiastic and Enjoy What You Do; (7) Build Positive Relationships with Students; (8) Create Relevant Lesson Plans; (9) Create Realistic Expectations; (10) Plan with the Students' Needs in Mind; (11) Teach Your Students to Consciously Self-Evaluate; (12) Teach Your Students About the Components of Behavior; (13) Teach Less, Teach Deeply; (14) Create Your Professional Identity; and (15) Final Thoughts.

Wouldn't your job be easier if students were just more interested in learning? Now, here's a book that will open your eyes to where the desire to learn actually comes from and what teachers can really do to activate it. Using stories from classroom teachers, counselors, administrators, and students, Bob Sullo explains why the desire to learn is based on five personal needs. Find out why schools that base programs and practices on meeting these personal needs have fewer disruptions and more students who are improving academically. And explore the principles and guidelines you need to know to change the dynamics of learning in your classroom or school: (1) A comprehensive overview of the research on internal motivation; (2) Strategies for activating internal motivation at the elementary, middle, and high school levels; (3) Suggestions on how to assess degrees of student motivation; and (4) Guidelines for integrating the principles of internal motivation with standards-based instruction.

This book provides educators with information on how to become an inspiring teacher. Nine chapters look at: (1) "The Qualities of an Inspiring Teacher" (e.g., passion for learning, lifelong learners, and actions match words); (2) "Choice Theory" (genetic instructions affecting behavior, the quality world, and perception); (3) "Brain-Based Learning" (e.g., brain information for the nonspecialist, memory, and multiple intelligences); (4) "Developmental Issues" (e.g., theory of human development, stages of moral reasoning, and gender and gender bias); (5) "Inspiring Your Students" (e.g., building the classroom community, the first day of school, and working with a purpose); (6) "Inspiring Your Colleagues" (e.g., walk the talk, preserving individual style, and making connections beyond the building); (7) "Forging an Alliance with Parents" (e.g., intimidation, fear, condescending behaviors, and parent experts in the classroom); (8) "Conflict Management" (achieving a win/win result and when conflict resolution is not an option); and (9) "Time Management" (e.g., student evaluation, teacher as facilitator, and effective use of paraprofessionals). (Contains 45 bibliographic references.) (SM)

This book is for professional educators, parents, and other adults who wish to teach young children (three years old through third grade) ways to enjoy greater happiness. Its ideas come from control theory (the idea that all behavior is internally motivated) and reality therapy (the application of control theory principles). In contrast to stimulus-response theory, which suggests that humans react primarily to external stimuli, control theory asserts that people choose behaviors that will help them satisfy their basic, inner needs. The book is presented in two parts. Part one is largely theoretical and explains the use of control theory and reality therapy with young children. Part two switches from theory to praxis and presents, in eight chapters, hands-on strategies for implementing the book's ideas. Each chapter begins with an explanation of a basic concept, such as basic needs, signals, and pictures, and is followed by a series of activities that the adult and child work through together to teach the chapter's concept. Activities for a balanced classroom are offered, as well as suggestions for further reading. It is hoped that these activities will help children learn how to meet their needs in responsible, balanced ways. (RJM)