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https://pepsmccrea.com/resources/motivation/

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Readers
The following is a broad selection of readers for anyone interested in dipping their toe into the science of motivation (which, for me, is a composite field which draws on multiple disciplines, eg evolutionary psychology, behavioural economics and decision neuroscience). If you're new to this, I'd suggest starting with the readers highlighted by an *.
And for those who want to go full geek, the legendary Kathryn Morgan has pulled together all the links from Motivated Teaching into one handy all-the-links-you'll-ever-need spreadsheet!

Here's the reading list I curated for @PepsMccrea 's superb Motivated Teaching👇🏻

For the book recos I've included podcasts/book reviews. There's only 1 recommendation for further reading that's missing🤪

115 links in total, curated into chapters.

Enjoy🤓 https://t.co/iGkE6otv43 pic.twitter.com/BDGU13CJ1b

- Kathryn Morgan (@KathrynMorgan_2) October 13, 2020

Diagrams
Below are a couple of diagrams of the motivation for learning framework from Motivated Teaching. Hi, I'm Peps. I write ultraconcise books for teachers: check them out. Interested in a heavily discounted bulk order (50+) for your school or trust? No problem, just get in touch. Want to be the first to know when I release a new book or paper? Add your details below, just don't expect emails too often.

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The following is a broad selection of readers for anyone interested in dipping their toe into the science of motivation (which, for me, is a composite field which draws on multiple disciplines, eg evolutionary psychology, behavioural economics and decision neuroscience). If you're new to this, I'd suggest starting with the readers highlighted by an *.

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- Everyone is creative;
- Creative process is not restricted to the Arts. It can happen in any subject!
- Uncertainty is a big part of being creative;
- Create a safe and healthy environment so that students feel it's ok to try new things and make mistakes.

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I R E model :
Initiation- Response - Evaluation
IRE questions lead to specific answers. They do not give room for real interaction
They are good for checking understanding and knowledge
Open ended questions tend to generate more interaction

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Have students complete the sentences:
I have (abilities they have, positive aspects)
I am (beliefs about ones capability)
I can (judgement about own abilities)

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Teacher and sudents have to take risks

Students love taking risks

We want students to lead their own leaarning

Always ask WHAT IF

Having class routines, habits of learning lead students to focus more on the content  (what we want them to learn) thanof the process

Praise who is doing what is expected instead of repremanding those who are not

Fear stops us from using our minds- Students need to be comfortable in class so that learning happens

Help students see how they learn better

Feedback has to be FISH - Friendly, Informative, Specific and Helpful

Listening is essential in the classroom , both for teachers and students

Teach collaboration an trust to teenagers

What does good look like? How can we become better?

How much time do we really open to students to be interactive?

The quality of the project comes from the time spent on having ideas

Students who are under any kind of stress are not going to learn