Creating Highly Motivating Classrooms for All Students

By Brueggeman, Martha A. | American Secondary Education, Spring 2001 | Go to article overview
Save to active project

Creating Highly Motivating Classrooms for All Students


Brueggeman, Martha A., American Secondary Education


Margery B. Ginsberg/Raymond J. Wlodkowski Jossey - Bass Inc., San Francisco, CA, 2000 $29.95, ISBN 0-7870-4330-4

Creating Highly Motivating Classrooms for All Students, by Margery B. Ginsberg and Raymond J. Wlodkowski, is a motivational framework for culturally responsive teaching. The book is divided into three parts which move logically from understanding culture and motivation in Part One to the elements of the author's Motivational Framework for Culturally Responsive Teaching in Part Two. Part Three presents wide building support and skills and district-wide implementation. Worthwhile features include practical exercises for both classrooms and school professional development activities that vary in format and utilize case studies, simulations, cooperative group activities, as well as individual, dyad and triad responses. Each exercise is complete in that it does not merely state general comments, but provides all specific pieces (as actual full case studies, rubrics) that would be needed to complete the strategy. Chapters contain exhibits that provide artifacts as profiles, rubrics, sample agreements, and guides. Within Part Two each chapter concludes with a useful checklist related to the framework component and an activities guide that categorizes the activities described in the chapter.

Chapters One through Three provide research support and concept development for the basic thesis of the authors related to motivation and culture. Chapter One "Culture and the Motivation to Learn" presents the basic conceptual framework for the book. Motivation is viewed as intrinsic and owned by the student, not the teacher. Motivation and culture are bound together, as culture provides a world view. However, each individual exists in his/her own specific culture and context. The common effort-reward system may have no value for many students. The authors feel that four motivational conditions are necessary in the classroom: establishing inclusion, developing positive attitudes, enhancing meaning, and engendering competence. These conditions provide the bases of their framework. Along with providing opportunity for student motivation, teachers need to be concerned with understanding their own culture, values and bias as influenced by their own social content.

Chapter Two, "Critical Features of a Culturally Responsive School," focuses on comprehensive school-wide planning. The King School is provided as an example of the framework in action. The authors warn that along with complexity comes conflict.

Chapter Three, "Culturally Responsive Curriculum," stresses the need for transformations rather than cosmetic changes that are considered a contribution or additive approach. For example heroes and holidays are part of an additive approach that provides certain times of the year when contributions by minorities are discussed. However, transformations are systemic changes that would integrate instruction with the overlay of a multicultural perspective.

Chapters Four through Eight concentrate on the specific components of the framework. Although the components are interrelated, they are discussed separately. Chapter Four gives a definition of the framework, which is a macro cultural pedagogical model. An extensive sample history lesson plan is included which incorporates the major aspects of the framework.

Chapter Five discusses the concept of inclusion based on the principles of respect and connectedness. Several activities are explored that create opportunities for multidimensional sharing. Strategies are applicable to the classroom, as well as school wide. Furthermore, the authors provide strategies for negotiating conflict and dealing with resistance--two common issues in response to change.

Chapter Six discusses positive attitude. Positive attitude is considered a result of both relevance and choice. Choice concerns what will be shared, how, what, when, where and how areas are assessed.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Creating Highly Motivating Classrooms for All Students
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?