By Kenneth N. Stevens
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Extra resources for Acoustic Phonetics (1999,2000) (Current Studies in Linguistics)
They wanted to watch a movie. They wanted to eat popcorn. They wanted to earn a homework pass. There was not a single mention by Beth Jaegger or her students about the value of learning or academics. ” She later cautioned the class, “We can’t have fun all the time. This is school, remember, not playtime. ” I have no doubt that Beth values education and learning. What makes the use of external rewards for learning so insidious is that when we provide external, tangible rewards to students, we 32 | The Motivated Student inadvertently devalue education and learning.
We can move beyond the limit of compliance offered by the carrot-and-stick model of external control psychology and intentionally create environments that will inspire more students to do higher-quality academic work. The following chapters examine speciﬁc strategies and applications of these concepts in the classroom and school. Readers interested in a more comprehensive treatment of choice theory are encouraged to consult Choice Theory (Glasser, 1998) as well as Activating the Desire to Learn (Sullo, 2007) and The Inspiring Teacher (Sullo, 2008).
Yes,” said Miranda. “As you can probably tell, I take my job very seriously. It’s my responsibility to motivate my students and make sure they complete all of their assignments. Too many teachers provide kids with choice because they naively believe that students will make wise decisions on their own. I see myself as a caring, nurturing teacher, but it’s foolish to think that middle school kids will work hard and make good decisions if we don’t force them to work hard. I’ve learned over the years that students only work as hard as we make them work.
Acoustic Phonetics (1999,2000) (Current Studies in Linguistics) by Kenneth N. Stevens