Full Description
In today's educational setting there seems to be a universal call for student engagement. The topic of student motivation is foremost in almost every attempt at educational reform. Recent research on the topics of motivation, self-efficacy, attribution theory, implicit personality theory, goal orientation, and resiliency has provided new insights about the malleability of mindsets in learners. Appropriate challenges and feedback seem to be the key factors in determining whether a student gives up or perseveres towards an objective. This book is written for teachers, parents, and other student advocates who want to help students become autonomous, enthusiastic lifelong learners. The purpose of this book is to inform adults about motivational theory, and more importantly, to give them concrete, applicable guidelines along with specific examples about what to say and what not to say to learners. The title, Fall Down 7 Times, Get Up 8, implies that failure in not only a possibility, it is a very concrete way of gaining ground. The author aims to change the conversation from today's. Failure is not an option. We can utilize what seems to be failure as the next logical step towards one's goals. Students need to be taught to view failure as a temporary glitch and a step towards success rather than as a permanent state of being. In layman's terms the author explains the research behind her ideas while offering down-to-earth, often humorous, real life examples.
Contents
Foreword by Carol Ann TomlinsonPrefaceAcknowledgmentsAbout the Author1. Self-Motivation - What Is It, and How Do We Use It to Empower Children?Albert Bandura and Self-EfficacyMotivation or Self-Motivation?Try ThisTUH-tuh-tuh-DAH! for KidsAmy Chua, Author of Battle Hymn of the Tiger MotherAdults Need to Work in Tandem With Children's MotivationEntitlement or Empowerment?Sample Adult Statements2. Zone of Proximal Development (ZPD)Mastery Learning ExperienceLev Vygotsky and "Zone of Proximal Development"3. Self-Regulation, Deliberate Practice, and FailureInstant Gratification and Its ImplicationsAdults Modeling Self-RegulationEricsson's Deliberate PracticeExpertise and the Ten-Year RuleFailure? There's an "App" for ThatMy Skating Rink StoryHelping Kids Deal With FailureAdults Modeling Recovery Practices4. Attribution Theory - Why Did I Succeed (or not)?More on A Simplified Version of Attribution TheoryLearned HelplessnessEffective FeedbackThe Littering ExperimentRosenthal's Self-Fulfilling Prophecy5. Mindset - The Key to Self-MotivationFixed Mindset/Growth MindsetTaking the Joy From the ArtistGifted Kids and Coping With FailureFostering a Growth Mindset in ChildrenFeedback That Changes PerspectivesConclusion6. What Do I Get for Doing It? (Examining Rewards)My Parents and RewardsMy Love Affair With RewardsMy Aha Moment With RewardsMy Reward FiascoVarying Degrees of RewardsPaul Chance, The Voice of ReasonPraise As a RewardNo More Stars, Stickers, or Trophies? Really?Motivating Kids to Do Unexciting TasksRewards as AffirmationsConclusion7. Autonomy, Time, and FlowAutonomyOptimal Learning Environment and Flow8. Helping Students Stay Motivated as They Get OlderProcrastinationHelping Older Children Cope With Failure9. Inspiring Young ChildrenWiped OutBe Careful About Indirect CommunicationHelping Kids Who Are Afraid10. FAQs About Teaching Students to Be SuccessfulThe Story of a PhoenixGlossaryDiscussion GuideReferencesIndex
