In This Second Edition

Like the first edition, this updated and revised text offers many proven, practical, concrete, and effective strategies that are easy to understand and implement. Five specific processes, guided by a set of beliefs, form the framework for the many classroom-friendly strategies designed to inspire motivation in students who are giving or have given up. Consider yourself to be the equivalent of a chef using a great cookbook. As the author, I have kept some recipes from the original as they were. Others offer new ingredients in the form of examples, explanations, adaptations, or uses to enrich the final product. Finally, there are several new strategies that have passed the litmus test of effectiveness and apply to our ever-changing, globally-connected world.

Among these is the ubiquitous presence of technology for learning and communicating, along with its impact on virtually every aspect of education. The upside is that it has provided more ways to motivate students, like using self-paced learning and video games. Of even greater consequence is that without virtual learning, schools would have ground to a complete halt during the COVID-19 pandemic. Yet, there is a downside as well, including increased distractions and the growth of online bullying.

There has also been a new appreciation for the role social-emotional factors play in affecting motivation and learning, along with expectations to address these factors with trauma-sensitive methods. While that is a necessary and positive development, it adds to the pressure on teachers to produce academic growth, especially when quantitative test results rather than behavioral outbursts are used as a major indicator for evaluating student growth and teacher effectiveness. Finally, the voices calling for social justice, fairness, and equity, regardless of cultural or economic background, have rightfully gotten louder and louder. In this second edition, I have done my best to reflect on how the strategies we use to motivate students must consider and, where possible, directly address these issues.

Ultimately, you are in charge. Some strategies will work well as is, while others might need a bit of tweaking or adjustment to fit the needs of your school, classroom, or specific students. Some strategies conclude with a suggestion that offers specific ideas for