The Motivation Crisis

Packed with practical strategies you can use to create a culture of self-motivation in your school! Teachers use traditional incentive and reward systems with the best of intentions. We're trying to support students' positive behavior and learning. We're hoping to motivate and inspire students to work hard and do well in school. If everyone behaves, we'll have a pizza party. The more books you read, the more stickers you'll receive. On the surface, these systems seem to make sense. They may even seem to work. But in the long term, they do not foster intrinsic motivation or a love or learning. In fact, they often have the opposite effect. In Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems, award-winning educator and best-selling author Mike Anderson explains * The damage done by extrinsic motivation systems and why they are so hard for us to give up. * What intrinsic motivation looks like and the six high-impact motivators—autonomy, belonging, competence, purpose, fun, and curiosity—that foster it. * How to teach the self-management and self-motivation skills that can make a difference for kids. * How to use intrinsic motivation in curricula and instructional strategies, feedback and assessment, and discipline and classroom management. Ultimately, our job as teachers is not to motivate our students. It's to make sure that our classrooms and schools are places that inspire their intrinsic motivation and allow it to flourish. Anderson shows how you can better do that right away—no matter what grade level or subject area you teach.

"Mike Anderson explores incentive systems, which do not motivate achievement or a love of learning, and the six intrinsic motivators that lead to real student engagement"--

Critical Theory originated in the perception by a group of German Marxists after the First World War that the Marxist analysis of capitalism had become deficient both empirically and with regard to its consequences for emancipation, and much of their work has attempted to deepen and extend it in new circumstances. Yet much of this revision has been in the form of piecemeal modification. In his latest work, Habermas has returned to the study of capitalism, incorporating the distinctive modifications of the Frankfurt School into the foundations of the critique of capitalism. Drawing on both systems theory and phenomenological sociology as well as Marxism, the author distinguishes four levels of capitalist crisis - economic, rationality, legitimation, and motivational crises. In his analysis, all the Frankfurt focus on cultural, personality, and authority structures finds its place, but in a systematic framework. At the same time, in his sketch of communicative ethics as the highest stage in the internal logic of the evolution of ethical systems, the author hints at the source of a new political practice that incorporates the imperatives of evolutionary rationality.

In 1982, Dr. W. Edwards Deming wrote Out of the Crisis. At that time, the United States was enduring a crisis of low quality and high costs. Its previous dominance in the provision of goods and services was being challenged primarily by the Japanese. American consumers were becoming choosier in their product choices and when given two products of equal price, they were choosing the product with the higher quality levels, regardless of where it was built. So where does the United States stand today? Has it settled into an acknowledged competitive position, 28 years later? Have we remembered Dr. Deming’s words and his 14 Points, or have we forgotten all he taught so little time ago? This book explores just that. One of its purposes is to dissect each of the principles and see how we rate as a society, as an economy, and as a country when compared to these principles that the very wise Dr. Deming defined for us in the early '80s. It analyzes how practices and tools such as quality circles, total quality management, zero defects, benchmarking, balanced scorecard, reengineering, ISO 9001, Six Sigma, and lean either support or do not support Deming’s principles. The goal of this book is to resurrect the Deming principles, to create more Demingites who will also preach and spread the word of Deming for the good of society, and to shock and tell it like it is, much like Deming would. "The quality professionals and Deming community, and heck the top management of every organization, really need to read chapter 3 of this book: 'How do U.S. Companies Rate Today against Deming's 14 Points?' Mike provides a lot of facts and data to support his case. This sole chapter is worth the price of the book! But you also have to see the rest!" Alberto A. Molinar ASQ CQE, CQA

DO YOUR EMPLOYEES SEEM DISENGAGED? Do you ever wonder why employees are not as motivated and productive as you would like for them to be? Do you find yourself thinking that some employees are just "lazy slackers"? You may be surprised to learn that there are other explanations for employee demotivation that you may not be thinking about when you are leading people. Authors Tara Peters and Cathy Bush have worked with thousands of leaders who are shocked to learn that managers and leaders play a significant role in causing employees to lose motivation. Without even realizing it, we take all sorts of actions during the process of leading people and organizations, and many of these actions actually deflate the motivation that people bring with them to work. In The Demotivated Employee, readers will learn what leadership behaviors they are engaging in that might demotivate their employees; how to better communicate with employees so this doesn't happen; and how to work within the constraints of organizational culture to help employees thrive.

A guide for parents, educators, and caregivers on how to inspire unmotivated children identifies teaching strategies that can be applied to a variety of personality types, in a resource that explains how adults can become healthy and work-oriented role models.

This book clarifies the fundamental difference between North America-based instrumental motivation and Korea (and East Asia)-specific competitive motivation by which the EFL learners’ excessive competition to be admitted to famous universities and to be hired at a large-scale conglomerate is the main source of L2 motivation. It enables readers to understand that EFL-learning motivation reflects unique sociohistorical contexts grounded in a specific region or country. This book in turn necessitates the need to develop EFL motivation theory and research tradition which are firmly based on East Asian values and culture. ​