In February 2012, The Essential Charles Dickens School Resource, for pupils aged
7 – 14 will be published, to coincide with the bicentenary of Dickens’ birth. Co-authored
with a gifted young Secondary English teacher, Laura-Jane Evans-Jones, the book will
bring alive the characters and settings of six different Dickens novels.
The book suggests a wide range of creative responses, from drama and film to Web
2.0 technologies – a truly contemporary response to classic themes. And in responding,
students will be introduced to Dickens language, Victorian society and the lives
of children from another age. But their responses will be their own stories, expressed
through contemporary culture using forms of communication which are their daily currency.
Lesson plans, themed units, schemes of work and resource sheets are provided on an
accompanying CD, all supported with extensive text extracts. For secondary school
teachers it is a great time-saving resource. For primary English leaders and non-specialist
staff alike, it provides full support as you embark on teaching Victorian literature.
It will also have a place amongst students and trainee teachers.
Praise, Motivation and the Childshould be read by anyone who spends
time with children and who believes that praise works. It is a powerful motivator
- praising children for good behaviour or good work builds self- esteem and self-confidence.
Young children love to collect stickers, certificates and rewards. Teenagers enjoy
seeing their efforts rewarded – so what better way is there to shape behaviour, encourage
good work habits and produce confident learners? We also know that it works because
our teachers used praise and reward, too, when we went to school.
But supposing these assumptions are wrong. Supposing that, instead of motivating
students to learn, we are actually harming their self-confidence by making them dependent
on the judgement of the adults around them. And what motivates people to learn anyway?
This book examines the development of learning theories from the 18th century onwards,
considering how praise and reward emerged as the most popular strategy for motivating
learners. It then investigates current theories about motivation and self-theory,
before considering what children and young people themselves think.
So do praise and reward motivate learning? Or are they just cherished assumptions?