ABSTRACT
Almost all teachers struggle – at times – to manage classroom behaviour and to motivate students to learn. Teachers may address this by seeking to persuade students to work hard, but they are unlikely to persuade all of them. They may use punishment and reward, but this is exhausting, and often counter-productive. They can use nudges and social influences to make change more tempting, but the effects may not last. They may seek to motivate students, or encourage self-regulation, but while these seem to be logical goals, it’s better to pursue student success (which is motivating and permits self-regulation). Encouraging habits is the best way to achieve consistent success for students. To get students learning, teachers need to combine these approaches to build habits. This book draws on the evidence from behavioural science to explain how this can be achieved. The chapter concludes by discussing the strength of the evidence, and exemplifying how simple this approach could be.
