Supporting Students' Motivation - Reeve, Johnmarshall
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Présentation Supporting Students' Motivation Format Relié
- Livre Science humaines et sociales, Lettres
Résumé : Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when engaging students in classroom activities and procedures. Based on a successful workshop programme, this multi-authored book provides teachers with the step-by-step, skill-based how to they need to develop a highly supportive motivating style.
Biographie: 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.
Sommaire: 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