Remove Classroom Management Remove Coaching Remove Motivation
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Take the Manage Out of Classroom Management

Catlin Tucker

When I lead blended learning workshops or coach teachers implementing blended learning, I get a lot of questions about classroom management. ” On some primal level, I know that I don’t like to be managed myself. ” On some primal level, I know that I don’t like to be managed myself.

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Transactional vs. Transformational Teaching

Catlin Tucker

We create a culture in our classrooms, establish norms and routines, and seek to influence our students. However, for many teachers, classroom management and behavior issues are constant distractions that complicate an already challenging job. Autonomy-supportive teachers: How they teach and motivate students.

Teaching 419
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Blended Learning: 8 Respectful Routines

Catlin Tucker

I field a lot of questions about classroom management when I work with teachers transitioning to blended learning. I invite other teachers to share routines and tips they’ve used and found to be particularly helpful in creating a respectful classroom environment.

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How Intrinsic Motivation Helps Students Manage Digital Distractions

Edsurge

Overwhelmingly, I’ve found students open to and interested in tools to help them effectively navigate distractions and promote their social and emotional well-being, and that teachers benefit enormously from professional development centered around technology use, executive functioning skills and intrinsic motivation. But how does that work?

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5 strategies to reduce teacher stress and improve retention

eSchool News

As best-selling author Dan Pink writes in his book Drive , mastery is a powerful motivator. To develop mastery of their craft, teachers need ongoing professional learning opportunities, supplemented by personalized coaching and support. What that does is it just breeds more success, more positivity.”

Teachers 315
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They aren’t bad kids–they just don’t know they’re good kids yet

eSchool News

Instead of giving up or resorting to punishment, the teacher becomes a coach and mentor, guiding the students toward better choices and showing them the good within them. Suddenly, theyre motivated, not by fear of punishment, but by the desire to be the person they now believe they can be. Its about raising the bar differently.

Beliefs 281
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Mindsets: Four Beliefs That Lead to Highly-Motivated Students

Faculty Focus

Many instructors have observed variability in students’ motivation to learn and grow. How can we, as educators, enable engagement, persistence, and improved performance in the classroom? In other words, can we foster greater motivation? They seek challenges and better overcome setbacks. Try some out.

Beliefs 116