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Chapter 3 Question to Consider: How have different supervisors (or those whose opinions you care about) responded to your mistakes? How have helpful responses impacted you and your effectiveness? How have unhelpful responses impacted you and your effectiveness?

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Chapter 3 Question to Consider: How have different supervisors (or those whose opinions you care about) responded to your mistakes? How have helpful responses impacted you and your effectiveness? How have unhelpful responses impacted you and your effectiveness?

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Chapter 3 Question to Consider: Recall something you learned to do outside of the school context. What motivated you to learn and to continue learning when you struggled?

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Chapter 3 Question to Consider: Recall something you learned to do outside of the school context. What motivated you to learn and to continue learning when you struggled?

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Chapter 3 Question for Consideration: Some teachers think, "If I motivate students to learn with points now, they'll realize success and become internally motivated." If you believe this, how could you test this theory?

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Chapter 3 Question for Consideration: Some teachers think, "If I motivate students to learn with points now, they'll realize success and become internally motivated." If you believe this, how could you test this theory?

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Chapter 3 Question for Consideration: How effective are the use of points for students who are the least motivated and engaged? How might the use of points-- the addition and subtraction throughout a student's day-- affect those students' relationships with adults and their self-concept about whether school is "for" them?

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Chapter 3 Question for Consideration: How effective are the use of points for students who are the least motivated and engaged? How might the use of points-- the addition and subtraction throughout a student's day-- affect those students' relationships with adults and their self-concept about whether school is "for" them?

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Chapter 3 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 3 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 4 Question for Consideration: What confidence or uncertainty do you have that two teachers in your school would assign the same grade to a student?

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Chapter 4 Question for Consideration: What confidence or uncertainty do you have that two teachers in your school would assign the same grade to a student?

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Chapter 4 Question for Consideration: Are there teachers with reputations as "hard" or "easy" graders? What, specifically, defines them as that? How does this categorization make you feel? How does it make that teacher feel? How do students react?

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Chapter 4 Question for Consideration: Are there teachers with reputations as "hard" or "easy" graders? What, specifically, defines them as that? How does this categorization make you feel? How does it make that teacher feel? How do students react?

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Chapter 4 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 4 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 5 Question for Consideration: Are students motivated to achieve success or to avoid failure? What specific actions, policies, or words by teachers cause students to experience one type of motivation instead of the other?

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Chapter 5 Question for Consideration: Are students motivated to achieve success or to avoid failure? What specific actions, policies, or words by teachers cause students to experience one type of motivation instead of the other?

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Chapter 5 Question for Consideration: Do you think of your tasks at work as performance or mastery goals? What affects how you define the goal? How does this affect how you pursue the task?

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Chapter 5 Question for Consideration: Do you think of your tasks at work as performance or mastery goals? What affects how you define the goal? How does this affect how you pursue the task?

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Chapter 5 Question for Consideration: In what ways do schools and classrooms send a message of competition for achievement? How does your school's treatment of awards and honors promote or undermine a growth or fixed mindset?

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Chapter 5 Question for Consideration: In what ways do schools and classrooms send a message of competition for achievement? How does your school's treatment of awards and honors promote or undermine a growth or fixed mindset?

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Chapter 5 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 5 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 6 Question for Consideration: Review your classroom's current grading policies through the pillars of our vision: how accurate are they? how bias-resistant? how motivating?

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Chapter 6 Question for Consideration: Review your classroom's current grading policies through the pillars of our vision: how accurate are they? how bias-resistant? how motivating?

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Chapter 6 Question for Consideration: How much does this book's vision for equitable grading align with your own, personal vision for grading? What concerns do you have about this vision? What are your hopes? How much does this vision match against your school's overall vision? How likely is it that your school community could agree on this vision?

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Chapter 6 Question for Consideration: How much does this book's vision for equitable grading align with your own, personal vision for grading? What concerns do you have about this vision? What are your hopes? How much does this vision match against your school's overall vision? How likely is it that your school community could agree on this vision?

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Chapter 6 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 6 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).