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Activating the Desire to Learn, by Bob Sullo
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The research is indisputable: Students are less disruptive and do better academically in schools that cultivate the internal motivation of students. In Activating the Desire to Learn, veteran educator Bob Sullo shows how to apply lessons from the research on motivation in the classroom.
According to the author, we are all driven to fulfill five essential needs: to connect, to be competent, to make choices, to have fun, and to be safe. Studies show that when these needs are met in schools, good behavior and high achievement tend naturally to ensue.
Written as a series of candid dialogues between the author and K–12 students, teachers, counselors, and administrators, Activating the Desire to Learn covers everything you need to know to change the dynamics of learning in your classroom or school:
* A comprehensive overview of the research on internal motivation;
* Case studies of strategies for activating internal motivation at the elementary, middle, and high school levels;
* Suggestions on how to assess degrees of student motivation; and
* Guidelines for integrating the principles of internal motivation with standards-based instruction.
Motivating students is not the issue—the hunger to learn is ever-present. Yet schools continue to insist on the traditional reward-punishment model, to the detriment of student achievement. Clearly it’s time for change. This engaging and thought-provoking book will help you create a culture of achievement by building on the inherent drive to succeed that students bring to the classroom every day.
- Sales Rank: #554619 in Books
- Published on: 2007-01-01
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .36" w x 6.32" l, .54 pounds
- Binding: Paperback
- 164 pages
Most helpful customer reviews
9 of 10 people found the following review helpful.
Some great, some not
By Rebecca Pierce
This is a nice short read. It's about "internal control psycology." I don't like that term because of the word "control." Change that to "motivation" and it's positive and still about the same idea. This book is about creating internal motivation in students. That part is great.
What I'm not so thrilled about is that all over the book it's continually saying things like, "once you understand internal control psychology everything will be great." Ok, but it never really seems to go into the specifics of fostering internal motivation. Sure, there are some examples and a few specific strategies. There are even some chapters that really bring to light some very effective practices. But overall this is not the book to start with as far as internal motivation goes.
The author does cite his inspiration for writing this book. Perhaps that other book would be a better place to start. I'm sure this book is a good companion once you know more about "internal control psychology."
Having said all that on the negative side, I am finding this book useful to some degree.
0 of 13 people found the following review helpful.
District Registrar
By PMW
Recieved item on time, right when we were told it would arrive. Book in very good condition.
0 of 0 people found the following review helpful.
Weird book with deceptive title
By buckwheat
If you get this book thinking you're going to learn a lot of practical ways to get students to care, you will be really disappointed, and maybe feel a little duped.
First off, there are some positive things in the book. You will come across practical instruction on how to get students motivated, but that stuff is buried. It's really not worth wading through it all to find those things.
The title is deceptive. This book should be titled, "discussions and stories on applying internal control psychology in the classroom." It's attempting to get you to buy into a specific school of psychology, and the title should reflect this. When I picked up a small, softcover book with an inspiring title and fun colors and graphics on the cover, I didn't know I'd be asked to fundamentally change the way I view humanity. When I started reading and realized this is what was going on, I found it almost comical.
The ensuing chapters are not much better. They don't really describe or argue for anything explicitly, they just tell stories. You start a chapter thinking you're getting a useful illustration as an introduction, but the story drags on, and you start to leaf through pages and realize that it's the entire chapter! Sometimes the stories take the form of dialogues where there's a frustrated teacher (the straw man) and the enlightened one who guides them into accepting internal control psychology. The only time anything is explicitly stated is at the end of these chapters as reflection points. I found this very strange.
The philosophy itself is unrealistic. Educators are asked to believe that students are only internally motivated, and only by a few things. This type of thinking leads to some absurdities. For example, there's a point in the book in which characters are discussing students who misbehave, when the enlightened one condescendingly suggests that we shouldn't think of it as misbehavior, we just have to discover which is their internal motivator and work with it. I don't even think the author really believes this stuff.
Another example is what the book called Competency Based Classrooms, or CBCs. In this model students cannot earn anything other than an A or a B. You read that correctly. The obvious question is, "what if they don't meet the requirements to do that?" Their report card will be left blank for that class and they'll have to do the class over. You might think this is just raising the bar and failing students who don't make the bar. But the character in the story insists it is not failing. The author candidly admitted that this confuses students. I can't imagine this not confusing students - it's incoherent. It's also inconsistent – effectively forcing the student to get an A or a B is externally motivating them, not activating their internal motivations.
You'll find a better book on how to get students motivated. Skip this one.
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