Table of Contents

Preface
Introduction
Part I: Mindset
Chapter 1: Starting at the Fourth Step
Chapter 2: Second Step: Rehearsing, not Performing
Chapter 3: The First Step (at Last)
Chapter 4: The Mindset Controversy and FAQs
Part II: Stereotype Threat
Chapter 5: (De)Motivation and Stereotypes
Chapter 6: Changing the Motivational Climate
Chapter 7: Assessment and Stereotype Threat FAQs
References
About the Author
Index

About the Author

Teacher, author, professional development leader, Andrew Watson has been exploring classroom uses of brain research for over ten years. As founder and president of Translate the Brain, he has travelled to 17 states (and four continents) to work with teachers, students, and parents. He edits the Learning and the Brain blog, and speaks regularly at national conferences. Visit www.TranslateTheBrain.com.

Reviews

Andrew Watson's Learning Grows: The Science of Motivation for the Classroom Teacher is one of the most profoundly interesting and enjoyable books on teaching I have read in the last decade, at least. Useful to teachers at all points in their career, Watson’s clever, insightful, well supported and often amusing work should be at the top of every teacher's reading list.
*Lawrence A. Smith, Head of School (Interim), South Kent School*

With clear descriptions of critical research, direct connections to pedagogical practice, and a delightfully conversational style, Watson shows us the how we can make a significant difference in our students’ lives as we set the stage for a learning climate characterized by enthusiastic, motivated learning.
*Susan Tamarro, Upper School Dean of Academics, the Rivers School*

Learning Grows invites readers into a refreshing, engaging conversation grounded in brain research that encourages us to be our authentic teaching selves.
Watson does not claim to offer a classroom panacea. Instead, he utilizes his ample experience as a classroom teacher, administrator, and scholar to offer insightful strategies for short- and long-term success.
Watson’s basic premise is shockingly simple yet so often missed in schools: a motivated (growth mindset) student working in a motivational (anti-stereotype-threat) environment has the best chance to succeed in school. I recommend this book to anyone seeking to make this premise a reality.
Learning Grows continues where Learning Begins leaves off, and it is clear that the Watson trilogy (with the eventual Learning Thrives) will form an essential resource for educators. This series is a must read for anyone interested in gaining a deeper understanding of the learning brain.
*Tyler Hodges, President and Head of the Bolles School*

Andrew C. Watson’s timely book guides us on the professional journey we take when we engage with recent discoveries in neuroscience and social psychology…and then make these ideas practical for our classrooms. Andrew affirms that the relational skills of educators are crucial to their success no matter what age they teach.
*Peter Welch, Head of the International School of Helsinki, Head of the American International School of Bucharest*

What a powerful book, one that moves the reader to examine the words and actions that promote student motivation, while also asking us to examine our role in de-motivating students.  Andrew Watson is a wonderful storyteller and his writing is full of examples and well-curated research studies that will appeal to all who are invested their own growth as teachers.
*Judith Poirier, Assistant Head of School, The Wheeler School*

Andrew Watson has a singular ability to translate complex research findings from psychology and neuroscience into readily accessible classroom examples.
This book is loaded with practical strategies to propel our students toward embracing the struggle implicit in learning—and also seeing themselves as people who love learning in their own unique way.
With great humility Watson suggests new ways to think about teaching and learning. Even though he offers practical advice, he respects the dignity and unique gifts of each teacher by encouraging us not to “imitate” but “translate”.
Andrew never goes very long without “practicing what he preaches.” Full of classroom take-aways, Learning Grows clear real-world examples, regular summaries of key points, and intended opportunities to apply and practice.
*Tim Blesse, Teacher Programs Coordinator, Denver Museum of Nature and Science*