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What a teacher can do – all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people.  Motivation – at least intrinsic motivation -- is something to be supported, or if necessary revived.

a few specific suggestions for bringing students in on making decisions, offered here in the hope that they will spark you to think of others in the same spirit:

Bring students in on the process of assessment by asking them to join you in thinking about alternatives to conventional tests.  “How can you show me what you understood, where you still need help, and what I may need to rethink about how I taught the unit?”  Beyond the format of the assessment, invite them as a class to suggest criteria by which someone’s work might be evaluated – and, later, have them apply those criteria to what they’ve done.

choice-response thinking—that they need not be victims—may be one of the most valuable thinking patterns we can give them.

Rewards can serve as effective incentives only if the person is interested in that reward.

rewards for expected standards of behavior are counterproductive

Autonomy-supportive teachers seek a student's initiative                             - whereas controlling teachers seek a student's compliance.

e fact is that kids learn to make good decisions by making decisions, not by following directions.

o create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself

measured four aspects of “interpersonal sensitivity”: Empathic concern, or sympathy, over the misfortunes of others; perspective taking, an intellectual capacity to imagine other people’s points of view; fantasy or people’s tendency to identify imaginatively with fictional characters in books or movies; and personal distress, which refers to the anguish one feels during others’ misfortunes. (For example, “When I see someone who badly needs help in an emergency, I go to pieces.”)

Empathic concern

Empathic concern

With mixed practice, he added, “each problem is different from the last one, which means kids must learn how to choose the appropriate procedure

hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn — it holds its new load for a while, then most everything falls out.

forgetting is the friend of learning

How can you avoid plagiarism? To avoid plagiarism, you must give credit whenever you quote from someone's actual spoken or written words use another person's ideas, opinions, or theories in an assignment or essay make use of pieces of information, such as statistics, graphs, drawings, that are not common knowledge paraphrase another person's spoken or written words How can you avoid unintentional plagiarism? Use quotation marks around everything that comes directly from a text or article Try to summarise ideas and arguments in your own words - don't just rearrange a few words here and there Check that you have correctly paraphrased and acknowledged the original ideas Check your summary against the original text

suggest that many students simply do not grasp that using words they did not write is a serious misdeed.

suggest that many students simply do not grasp that using words they did not write is a serious misdeed.

The Internet may also be redefining how students

  Autonomy-supportive teachers seek a student's initiative                             - whereas controlling teachers seek a student's compliance

work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people

you can get a whole story in six minutes,”

A book takes so long. I prefer the immediate gratification.”

developing brains can become more easily habituated than adult brains to constantly switching tasks — and less able to sustain attention.