Sullo's Activating the Desire to Learn Review Sheet

Edited Notes, Essay or Essay Exam Instructions (from syllabus): This task involves either preparing typed and edited notes reviewing the concepts and skills covered in the course reading(s) or writing a brief essay about the item(s) read. The notes or essay should be written in such a way as to highlight your careful understanding, reflection, analysis, and evaluation of the concepts discussed in the texts, not simply copying what the book says. Don't summarize...analyze. As with any written assignment, the notes or essay should display college-level writing skills (full sentences, good grammar, etc.). The notes or essay will be due at the beginning of class on the dates indicated in the course schedule. Please advise the instructor ahead of time that you want to take the exam. Click here to view a checklist to review before handing in your essay exam to make sure you've done them correctly.

1. Sullo states on p. 5, “Ironically, our system of rewarding students for academic achievement devalues the very thing we say we want: learning.” Do you agree? How is the traditional system of rewarding students for academic achievement counterproductive if our goal is to inspire a love of learning?
2. Are students more driven by cooperation or competition? How can you use the concept of cooperative needs and competitive needs to enhance your instruction?
3. Why does Sullo suggest that you ask students to self-evaluate before affirming their success? Discuss how this fits with your view of a learner's self-image and its connection to learning motivation.
4. Sullo, following Glasser's notion of "boss management vs. lead management," suggests that many teachers use "boss management" styles of classroom organization and management. What can you do to inspire your students to become engaged contributors to the school, making it easier for you to “lead” rather than “boss”?
5. How do you impress upon your students the importance of developing a work ethic? Discuss how you can help your students perceive that their “job” in school is to work hard and learn as much as possible?
6. What can you do to maintain or enhance the relationships in your classroom to support academic achievement? Discuss specific ways you build positive relationships with your students.
7. Discuss areas where you take ownership over things out of your control (i.e. home factors). How can you effectively draw the lines of responsibility for yourself?
8. Sullo introduces us to "Ron," a principal attempting to create a positive environment in his school. What makes Ron an effective leader? How can these qualities be cultivated?
9. Students need structure as well as freedom. What parameters must you establish to maintain an academically productive environment? Discuss how “minimally necessary” structure supports high academic standards while simultaneously providing adequate freedom.
10. Sullo introduces us to "Dave" in an attempt to illustrate the theory of internal control psychology and the necessity of a needs-satisfying approach to motivation. How can you weave this approach into your classroom environment?
11. How can you create connections across disciplines to make learning more “real-life” and relevant for your students? Identify at least one example of an interdisciplinary experience you could provide for your students.