This book examines the ways in which students respond to academic failure and provides practical strategies that educators can put in place to build classroom confidence and success. School has the potential to be a major source of personal and academic fulfillment. However, the reality is that fear and failure pervade many students' academic lives. Rather than respond to academic fear and failure in constructive and courageous ways, many students engage in self-defeating, avoidant, and helpless behaviors. This book examines the counterproductive strategies students use in response to their fear and failure. Also examined are the successful practices educators can put in place to eliminate fear and failure in the classroom and help students respond to their problematic behaviors in more positive and productive ways. In doing so, educators lay the foundations for building classroom success.
This book examines the ways in which students respond to academic failure and provides practical strategies that educators can put in place to build classroom confidence and success. School has the potential to be a major source of personal and academic fulfillment. However, the reality is that fear and failure pervade many students' academic lives. Rather than respond to academic fear and failure in constructive and courageous ways, many students engage in self-defeating, avoidant, and helpless behaviors. This book examines the counterproductive strategies students use in response to their fear and failure. Also examined are the successful practices educators can put in place to eliminate fear and failure in the classroom and help students respond to their problematic behaviors in more positive and productive ways. In doing so, educators lay the foundations for building classroom success.
About the Author Acknowledgments Foreword Part I: Achievement Evolution in the Classroom 1. Achievement in the twenty-first century Part II: Success in the Classroom 2. Success seekers Part III: Fear and failure in the classroom 3. Fear, failure, and self-esteem 4. Self-esteem protection 5. Self-handicapping 6. Defensive pessimism and defensive optimism 7. Disengagement and helplessness 8. Overstriving and perfectionism 9. Fear of success and success avoidance Part IV: Building Classroom Success, Eliminating Academic Fear and Failure 10. Courageous and constructive views of poor performance 11. Developing broadly-based self-esteem 12. Effectively dealing with competition 13. Reducing avoidance and increasing success orientation 14. Developing healthy views of competence 15. Developing rock-solid self-esteem 16. Running your own race 17. Seizing control 18. Empowering beliefs about cause and effect 19. Teacher tip wrap-up 20. Good teacher-student relationships Conclusion Bibliography Index
This book examines ways in which students respond to academic failure and provides practical strategies that educators can use to build classroom confidence and success.
Andrew Martin is a Registered Educational and Child Psychologist and Professor of Educational Psychology at the University of Sydney, specializing in student motivation, engagement and achievement. Prior to this he was Visiting Senior Research Fellow at the University of Oxford.
Dr Martin has produced here a straightforward and manageable guide
to dealing with a myriad of student issues which are all rooted in
self doubt and a lack of confidence. The content of Dr Martin's
advice is accessible for both new and experienced teachers and
delivers an interesting angle on dealing with issues arising in the
classroom...
*School Librarian journal, vol. 53 no.3 Autumn 2010 (UK)*
... a comprehensive and informative volume that belongs on the
shelf of every teacher or teacher educator concerned with the
academic wellbeing of students. In this invaluable resource, Dr.
Martin has not only vividly captured the complex dilemmas facing
today's learners and teachers, but he has also offered empirically
sound recommendations and thoughtful guidance for dealing
effectively with those dilemmas......If there is one book that
teachers or school administrators read this year, if there is one
volume to which they turn for guidance or support, it should be
Building Classroom Success.
*Patricia A. Alexander, Professor and Distinguished Scholar-Teacher
and Jean Mullan Professor of Literacy, University of Maryland,
USA*
There has long been a need for a text aimed at teachers which
explores the implications of research on academic self-concepts for
classroom practices. Andrew Martin's book meets that need in the
authoritative fashion that would be expected from one of the
world-leading researchers in the field.
*Andrew Tolmie, Professor of Psychology and Human Development,
Institute of Education, University of London, UK*
...up-to-date advice and guidance on how to deal with some of the
most difficult and pervasive classroom issues facing teachers and
schools today: fear, failure, disengagement, avoidance, pessimism,
and helplessness - to name a few ...I highly recommend this
excellent volume to teachers, teacher educators, trainee teachers,
school executives, parents and education departments.
*Kit-Tai Hau, Chair Professor of Educational Psychology, Chinese
University of Hong Kong*
Despite the fact that the examples in the book are drawn from
early-, middle- and late adolescents, the topic of the book can be
applied to students of all ages, from elementary-school-aged pupils
to university students. The book can also be used as a self-help
guide in overcoming exam fears, avoiding failure and developing
personal strategies towards academic success. Those who work with
children, such as teachers, teaching assistants, psychologists
would find the book very useful to apply to their practices. I
would also recommend this book to parents who want to understand
the complexity of their children's fears and who are keen on
helping children to view the classroom not as a battlefield, but a
world where they can learn and improve.
*ESCalate*
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