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About the Book
Teaching profession is a profession that bases much of its methodology on tradition. Many teachers teach one year thirty times instead of teaching thirty different years. 21st century teachers should transform their role into that of leaders and coaches as opposed to bosses and disciplinarians. This book serves as an outstanding study in support of the teacher as a change agent for the educational process.
This book demonstrates how motivation is the key to learning. Motivation is indeed a complex, multifaceted concept. It describes how motivation manifests itself in the modern classroom and how motivation can be applied positively to the arsenal of tools used by educators in an effort to develop the optimal learning environment. The underachievement problem that seems to be pervasive in classrooms around much of the world is poorly understood. Teachers interpret underachievers as a challenge to their authority. They react to this problem by enforcing punitive measures which usually create a vicious circle of behavior violations and punishments. The final result is an exacerbation of the classroom disruption. The underlying reasons for under achievement are either not understood or simply ignored by many teachers. Underachievers can thrive in the secure, supportive environment advocated by the CSRE approach discussed in this book.
It contains a multitude of worthwhile observations regarding English language learning techniques. Practical techniques are offered that if followed would produce positive material changes in the confidence level of the EFL/ESL learners.
This book could serve as a teacher primer for change. It is important to note that the recommendations put forth by the CSRE approach are not "fiscally intensive." For the most part, CSRE involves changes in attitudes that result in an increase in student motivation and learning. This approach does not call for the introduction of expensive equipment or lavish classrooms. It calls for a change in the mindset of teachers. As this book posits, the "new" teachers would have an ever expanding role beyond that of classroom instructor: facilitator, mentor, motivator, etc.
Teaching profession is a profession that bases much of its methodology on tradition. Many teachers teach one year thirty times instead of teaching thirty different years. 21st century teachers should transform their role into that of leaders and coaches as opposed to bosses and disciplinarians. This book serves as an outstanding study in support of the teacher as a change agent for the educational process.
This book demonstrates how motivation is the key to learning. Motivation is indeed a complex, multifaceted concept. It describes how motivation manifests itself in the modern classroom and how motivation can be applied positively to the arsenal of tools used by educators in an effort to develop the optimal learning environment. The underachievement problem that seems to be pervasive in classrooms around much of the world is poorly understood. Teachers interpret underachievers as a challenge to their authority. They react to this problem by enforcing punitive measures which usually create a vicious circle of behavior violations and punishments. The final result is an exacerbation of the classroom disruption. The underlying reasons for under achievement are either not understood or simply ignored by many teachers. Underachievers can thrive in the secure, supportive environment advocated by the CSRE approach discussed in this book.
It contains a multitude of worthwhile observations regarding English language learning techniques. Practical techniques are offered that if followed would produce positive material changes in the confidence level of the EFL/ESL learners.
This book could serve as a teacher primer for change. It is important to note that the recommendations put forth by the CSRE approach are not "fiscally intensive." For the most part, CSRE involves changes in attitudes that result in an increase in student motivation and learning. This approach does not call for the introduction of expensive equipment or lavish classrooms. It calls for a change in the mindset of teachers. As this book posits, the "new" teachers would have an ever expanding role beyond that of classroom instructor: facilitator, mentor, motivator, etc.
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