ABSTRACT
In my recent experience, teacher requests for professional development on how to motivate students rank second only to requests about how to manage student behaviour. The irony is that solution of the second request would take care of the first. But, more importantly, the request implies that motivation is seen as something we ‘do’ or ‘give’ to students, rather than an internal state that students already have. A goal of this chapter is to encourage teachers to think less about how to motivate our students and more about how to instruct them in ways that encourage them to develop an internal motivational structure that is adaptive to learning.
