Supporting Students' Motivation Strategies for Success

This is a book about teachers’ classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating. To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to support—namely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: “How to,” overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an improved motivating style; and Part 6: Getting Started, discussesways to begin using these skills in the classroom. Based on a successful workshop program run by the authors, teachers successfully improve their classroom motivating style. In doing so, they experience gains in their teaching skill and efficacy, job satisfaction, a renewed passion for teaching, and a more satisfying relationship with their students. This multiauthored book provides teachers with the practical, concrete, step-by-step, skill-based "how to" they need to develop a highly supportive motivating style.

Part 1: Introduction 1. Origins 2. Student Motivation Part 2: Supporting Motivation 3. Motivating and Demotivating Teachers 4. Motivating Style 5. Measuring Motivating Style Part 3: "How to" 6. Take the Students' Perspective 7. Invite Students to Pursue Their Personal Interests 8. Present Learning Activities in Need-Satisfying Ways 9. Provide Explanatory Rationales 10. Acknowledge and Accept Negative Feelings 11. Rely on Invitational Language 12. Display Patience 13. Discipline, Structure, and Behavior Change Part 4: Workshop 14. The Workshop 15. Does the Workshop Work? 16. Why the Workshop Works Part 5: Benefits 17. Student Benefits 18. Classroom Benefits 19. Teacher Benefits Part 6: Getting Started 20. Can All Teachers Become Autonomy Supportive? 21. Must Teachers Do All The Work? 22. Teachers' Professional Development 23. Conclusion

Johnmarshall Reeve is a Professor in the Institute for Positive Psychology and Education, Australian Catholic University, Australia. Richard M. Ryan is a Professor in the Institute for Positive Psychology and Education, Australian Catholic University, Australia. He is also a Professor Emeritus in the Department of Psychology, University of Rochester, USA. He is the President of the Center for Self-Determination Theory. Sung Hyeon Cheon is an Associate Professor in the Department of Physical Education, Korea University, South Korea. Lennia Matos is a Professor in the Department of Psychology, Pontifical Catholic University of Peru, Peru. Haya Kaplan is a Senior Lecturer and Head of the Center for Motivation and Self-Determination at the Kaye Academic College of Education, Israel.