A time-tested program with over half a billion copies of THE MASTER TEACHER lessons distributed since inception!
Dear Colleague,
Thank you for purchasing the Master Teacher Weekly Pd Program! This is our how-to guide for effectively implementing the program in your school. It’s our way of helping you help your teachers every week to get better and make a difference.
Remember, each lesson in the program is designed to develop teachers from foundational teachers to Master Teachers.
Please note two important features…
Included in this booklet are The Engagement Builder™ and The Discussion Generator™, which help you facilitate group discussions around each weekly lesson. We have included these for all 36 lessons so you will always have them when you need them.
As always, you have our best wishes for a great school year. If you have any questions, you can contact me personally at the email address below.
Sincerely,
Tracey H. DeBruyn President tdebruyn@masterteacher.com
Table of Contents
Distribute the First Lesson of THE MASTER TEACHER
Hand out only one lesson each week!
Remember this principle of teaching and learning: Short lessons that have volumes of information lead to the best learning and retention. Therefore, even though you may receive the program all at once or a month at a time, only give your teachers one lesson each week. If you distribute several issues at one time, they lose both their timeliness and ease of use. That’s because the lessons are aligned to the weeks of the school year and each lesson is designed to be read in just a few minutes. The program won’t take a lot of your teachers’ time during the week, and they can implement the strategies immediately. By the end of the school year, they will have completed 36 lessons. Online users will get a weekly email with a link to the eLearning portal to access the lesson.
1. Feature Article
The content is specific to one of ten areas of professional focus: instructional strategies, student relationships, motivation and engagement, behavior, parent relationships, professional responsibilities, communication skills, student achievement, classroom management, and student health and safety.
2. Tips for Immediate Application
Each lesson contains tips that provide teachers with ideas and strategies for improving their professional practice.
3.
Points to Ponder
Questions are provided to initiate collegial dialogue during individual, small-group, or large-group teacher training in order to allow staff to continue making connections regarding their ideas for applying the training topic.
4. Inspirational Quote
1.
Posttests
Print-Only Users:
The quote offers additional support to the message of the feature article and is designed to inspire and confirm the work and mission of teachers and the school.
Each lesson’s posttest consists of four questions to check for understanding. You can also use the posttests to offer teachers a way to earn Professional Development Points (PDPs) or Continuing Education Units (CEUs).
If your school chooses to award credit to teachers for reading the lessons and completing the posttests, we recommend that the program administrator in your school awards 0.5 credit per lesson (for a total of 18 possible credits). The program administrator can download the posttest questions and the Leader's Answer Key online at www.masterteacher.com/mtpd-program. The Leader’s Answer Key is also available on pages 16-17.
Online Users:
At the end of each lesson, the eLearning portal prompts users to take the posttest and marks the lesson complete when they have successfully passed the test. A completion certificate is generated, and the teacher will receive 0.5 credit. For your convenience, a comprehensive transcript of all completed lessons is provided.
Note: Credit requirements vary by state and district. Please ensure the program aligns with your local policies before awarding PDPs or CEUs. THE MASTER TEACHER does not award or verify credit.
WELCOME CARD to introduce the program
For the First Week Implementation is
INDEX for easy reference
Examples of the PROGRAM (print and online)
Welcome Cards
Start by signing the Welcome Cards and addressing each card to the appropriate teacher. Many administrators tell us they provide a personal note for each teacher inside the card. They say that when they do, they are overwhelmed by the positive responses from their teachers.
Kick Off the Program!
Distribute the Welcome Card, the Easy-Finder™ Index, and the first lesson of THE MASTER TEACHER Weekly Pd PROGRAM to each teacher. Online users will get an email with a link to the eLearning portal to access the lesson.
Then, use the kick-off memo to introduce the program to your staff (available online at www. masterteacher.com/mtpd-program).
For Each Week Easy
Lesson
Teachers will receive the lessons in either print or online format, unless you specify that you want both versions.
Print: Unless you have opted to receive the whole program in one shipment, four lessons will be mailed to you each month for each teacher, so you will never miss a week of providing professional help and inspiration.
Online: Teachers will automatically receive a weekly email notifying them that the newest online lesson from THE MASTER TEACHER Weekly Pd PROGRAM is available to access. A link will be provided in the email for ease of use.
Group Discussion
The effectiveness of the lessons is maximized when your team reads and discusses them weekly. With whatever frequency you are able to use the lessons, we suggest the following:
Engagement Builder™
Start your weekly staff email with The Engagement Builder™ corresponding to that week’s lesson (see pages 7-15).
Discussion Generator™
End your weekly staff email with The Discussion Generator™ questions from that week’s lesson (see pages 7-15). These questions will prepare your teachers to have a discussion during a meeting or to discuss the lessons on their own.
Suggested Discussion Format:
Use The Discussion Generator™ questions (see pages 7-15) or the Points to Ponder provided on the back or at the end of each lesson to initiate brief but rigorous discussions with your staff. Discuss lessons in a faculty meeting, PLC, or grade-level meeting. We suggest using the following method to achieve exceptional results:
First: All teachers review the lesson.
Second: Teachers pair up to discuss the Points to Ponder questions or the additional questions from The Discussion Generator™.
Third: Small groups of pairs share their thoughts, insights, and learning.
Fourth: The entire group shares their reflections with everyone.
In under 30 minutes, you can engage the staff in a professional development experience that will have true meaning to them. Over time, these experiences will build an inspiring culture. Negative attitudes will turn into “I’ll try it” attitudes. Disheartened teachers will become recommitted. Teachers who have been on the sidelines will jump into action. Passion will be found everywhere.
Plus, you will enjoy the benefits of being a part of these incredible conversations. And you will also enjoy the appreciation from your staff for making them possible.
35
36
Professional Responsibilities
Classroom Management
Student Relationships
Behavior
Instructional Strategies
Instructional Strategies
Student Relationships
Motivation & Engagement
Instructional Strategies
Student Achievement
Instructional Strategies
Behavior
Motivation & Engagement
Behavior
Student Health & Safety
Communication Skills
Professional Responsibilities
Student Achievement
Motivation & Engagement
Instructional Strategies
Communication Skills
Instructional Strategies
Student Relationships
Instructional Strategies
Motivation & Engagement
Instructional Strategies
Parent Relationships
Instructional Strategies
Motivation & Engagement
Professional Responsibilities
Professional Responsibilities
Professional Responsibilities
Professional Responsibilities
Professional Responsibilities
Professional Responsibilities
Instructional Strategies
Student Self-Evaluation
Separating Rules and Routines
Student Relationships
Countering Misbehavior
Teaching Hustle
Facilitating Learning Focus
Helping Underachievers
Persuasion
Connecting New Learning
Developing Gratitude
Honing Our Professional Identity
Handling Student Excuses
Increasing Participation
Engaging Lazy Students
Helping Struggling Colleagues
Gifts to Give Ourselves
Developing Mental Toughness
Helping Struggling Students
Motivating Ourselves
Life-Changing Teaching
Communicating More Effectively
Using Review as a Tool
Student Relationships
Planning Instruction
Encouraging Resourcefulness
Sharing Successes
Handling Parent Requests
Responding Effectively
Creating Global Awareness
Productive Disagreement
Self-Care
Being Courageous
Handling Negative Situations
Supporting Each Other
Practicing Self-Reflection
Student Reflection
Annual Planner
Weeks 1–4: Getting Off to a Great Start for
the 2025–2026 School Year
WEEK 1:
Start By Crafting How You Want To Be Perceived
How I will best use this lesson:
WEEK 2:
Build Classroom Routines With Five Brain-Friendly Strategies
How I will best use this lesson:
WEEK 3:
When Counseling A Student For The First Time
How I will best use this lesson:
The Engagement Builder™
We’ll only be as good as we intend or aspire to be—or believe we can be.
The Discussion Generator™
• After reflecting on the specific aspects of their teaching style, personality, and communication that they want students to perceive, how can teachers intentionally shape students’ perceptions?
• How can a teacher’s body language, tone of voice, and classroom presence influence how students see them, and what strategies can the teacher use to ensure these factors align with their intended image?
• What are some common misconceptions students may develop about teachers, and how can teachers proactively address these misunderstandings and reshape students’ perceptions?
The Engagement Builder™
Uncertainty and anxiety about procedures can place stress on students’ brains.
The Discussion Generator™
• In addition to teaching classroom routines in a brain-friendly way, how can teachers design routines that are, themselves, brain friendly? How can they reduce cognitive overload and support students in transitioning smoothly between activities?
• What roles do movement, mindfulness, and brain breaks play in brain-friendly routines, and how can teachers effectively incorporate them into the school day?
• How can teachers balance structure and flexibility in their routines and in their enforcement of routines to support both consistency and adaptability in the classroom?
The Engagement Builder™
The first time you engage in advising, connecting, and correcting can set the stage for a meaningful and fruitful relationship.
The Discussion Generator™
• What strategies can teachers use to put students at ease and encourage them to open up?
• How can teachers handle resistance or reluctance from students when counseling them?
• How should teachers balance being a supportive listener with maintaining professional boundaries during a counseling conversation?
WEEK 4:
The First Step To Changing Misbehaviors
How I will best use this lesson:
The Engagement Builder™
Start with the belief that all behavior—appropriate and inappropriate—is with purpose.
The Discussion Generator™
• How can understanding the causes of misbehavior help teachers shift from discipline to more constructive and restorative approaches?
• How can teachers collaborate with colleagues, counselors, and families to gain deeper insight into a student’s behavior and provide effective support?
• What proactive strategies can teachers implement to address the underlying causes of misbehavior before it escalates into a larger issue?
Weeks 9–12: Before and After the First Grading Period, Teachers Need Special Guidance
WEEK 9: A Recipe For Failure: Ignoring Background Knowledge
How I will best use this lesson:
The Engagement Builder™ Background knowledge is a key learning accelerator.
The Discussion Generator™
• How can teachers create a classroom environment where students feel comfortable acknowledging gaps in their knowledge and actively working to build their understanding?
• What role do scaffolding techniques, such as providing visuals, analogies, and hands-on experiences, play in building students’ background knowledge?
• How can teachers differentiate instruction to accommodate students with varying levels of prior knowledge while keeping the entire class engaged?
WEEK 10:
The Link Between Student Gratitude And Achievement
How I will best use this lesson:
The Engagement Builder™ Gratitude is not a personality trait—it’s a skill that needs to be cultivated, practiced, and refined.
The Discussion Generator™
• How can teachers integrate gratitude practices into their daily classroom routines to foster a more positive and supportive learning environment?
• How can teachers model gratitude in their own interactions and leadership, and what impact might this have on classroom culture and student success?
• How does practicing gratitude help students develop a growth mindset and improve their ability to handle challenges and setbacks in learning?
WEEK 11: Why We Must Help Students Develop Their Academic Identity
How I will best use this lesson:
The Engagement Builder™ Academic identity determines whether students will invest and succeed in their learning.
The Discussion Generator™
• How can classroom culture, feedback, and role models shape each student’s academic identity and their belief in their own potential?
• What strategies can teachers use to help students see themselves as capable learners, particularly those who struggle with self-doubt or disengagement?
• How can teachers help students connect their academic identity to their personal interests, strengths, and future aspirations?
WEEK 12:
Effective Techniques For Responding To Alibis, Objections, And Complaints
How I will best use this lesson:
The Engagement Builder™
The majority of the obstacles presented to us by students will not dissolve if we don’t first listen to them.
The Discussion Generator™
• What strategies can teachers use to validate students’ feelings while still holding them accountable for their learning and responsibilities?
• What are some effective ways to redirect student objections into productive discussions that encourage growth, resilience, and a solutions-focused mindset?
• How can teachers use active listening and questioning techniques to uncover the root causes of student alibis, objections, and complaints rather than just addressing the surface issues?
Weeks 13–16: Keeping Productivity High During the Holidays
WEEK 13:
When Students Don’t Participate
How I will best use this lesson:
The Engagement Builder™
Some students don’t participate simply because they fear failing.
The Discussion Generator™
• How can alternative options for participation—such as written responses, smallgroup discussions, and digital tools—help accommodate students’ different comfort levels and learning preferences?
• What roles do teacher feedback and encouragement play in helping hesitant students build confidence and take more risks in their participation and learning?
• What are some ways to gradually increase participation expectations without overwhelming students who are anxious or disengaged?
WEEK 14:
Motivating A Lazy Student
How I will best use this lesson:
WEEK 15:
When Students Need Us To Be On High Alert
How I will best use this lesson:
The Engagement Builder™
If you don’t address the lazy student’s behavior, it may prove to infect others.
The Discussion Generator™
• What role does relationship building play in helping so-called “lazy” students become more engaged, and how can teachers connect with these students to understand and address their lack of effort?
• What strategies can teachers use to help students develop intrinsic motivation and take ownership of their learning rather than relying on external rewards or punishments?
• What are some effective ways to involve parents, support staff, and others in addressing persistent student disengagement and laziness?
The Engagement Builder™
Often, young people from families that seem to be healthy and happy are living far from it.
The Discussion Generator™
• What are some key warning signs that indicate students may be struggling emotionally, and how can teachers remain observant without being intrusive?
• How can teachers create a classroom environment where students feel comfortable expressing their emotions and seeking help when they need it?
• How can teachers balance academic expectations with emotional support when a student is experiencing a difficult time?
WEEK 16:
Six Priceless Gifts That Cost Us Nothing
How I will best use this lesson:
The Engagement Builder™
Our attention, support, and willingness to give someone else what they need at just the time they need it can be very precious gifts.
The Discussion Generator™
• What are some additional meaningful, non-material gifts teachers can give specifically to students that will have a lasting impact on students’ learning and professional growth?
• How can teachers create a classroom culture that fosters kindness, empathy, and inclusion as a gift to all students?
• How can teachers create opportunities for students to share their voices and feel empowered, and why is this an important gift?
Weeks 17–20: After the Holidays, You Will Arm Teachers With the Right Attitudes and Techniques
WEEK 17:
How To Develop And Practice Mental Toughness
How I will best use this lesson:
The Engagement Builder™
You can train yourself to be mentally tough.
The Discussion Generator™
• What are some common challenges teachers face that test their mental toughness, and how can they develop resilience in response?
• What daily habits can teachers implement to strengthen their mental toughness and maintain a positive outlook?
• How can teachers balance emotional sensitivity with mental toughness to support students while also looking after their own well-being?
WEEK 18:
When Talented Students Struggle
How I will best use this lesson:
The Engagement Builder™
Gifted and talented students often lack executive functioning skills.
The Discussion Generator™
• What strategies can teachers use to challenge gifted students while also providing the support they need to thrive?
• How can teachers work with parents and other educators to provide struggling gifted and talented students with the resources and encouragement they need?
• How can teachers help talented students navigate challenges associated with peer pressure and social dynamics?
WEEK 19:
Six Motivational Secrets From Research You Can Use Now
How I will best use this lesson:
The Engagement Builder™
The best learning motivation comes from within students.
The Discussion Generator™
• What small, achievable goals can teachers encourage students to set for themselves this week to help them experience success and build confidence in their abilities?
• How can teachers tailor their feedback to focus on effort and growth rather than just outcomes in order to inspire students to stay motivated even when facing challenges?
• How, specifically, can teachers connect their students’ personal interests and passions to the subject matter to make learning feel more relevant and engaging for them?
WEEK 20:
Seven Drivers Of Life-Changing Learning
How I will best use this lesson:
The Engagement Builder™
The opportunity to make a lifelong impact on the learning of all students of every age is a special privilege we should not ignore.
The Discussion Generator™
• What specific strategies can teachers use to help students see the connection between what they are learning today and their future goals and aspirations?
• How can teachers make those connections more tangible and meaningful for students?
• How can teachers design lessons that challenge students not just to learn content, but to apply it in ways that make a real-world impact or solve meaningful problems?
Weeks 21–24: Giving Teachers Perspective and New Skills Will Keep Morale High in This Pressure-Packed Month
WEEK 21:
Avoid The Culprits That Lead To Communication Failures
How I will best use this lesson:
WEEK 22:
Help Students Learn Better And Remember Longer
How I will best use this lesson:
WEEK 23:
Students’ Hands Tell You What Their Words
Don’t
How I will best use this lesson:
WEEK 24:
The Best Questions For Learning Are Not Always Ours
How I will best use this lesson:
The Engagement Builder™
The responsibility for keeping the lines of communication open and working successfully in the classroom lies with the teacher.
The Discussion Generator™
• What common assumptions or biases might teachers hold that could lead to misunderstandings or misinterpretations when communicating with students or colleagues?
• During conversations or when giving instructions, what strategies could teachers use to help ensure their message is being received as intended?
• What impact does emotional tone—such as frustration, impatience, or stress—have on the effectiveness of teachers’ communication with students or colleagues?
The Engagement Builder™
Our task is to provide students with the tools and techniques to be accomplished learners long after they leave us.
The Discussion Generator™
• How can teachers incorporate active learning strategies, such as hands-on activities or problem-solving tasks, to help students engage more deeply and retain information longer?
• What roles do regular review and spaced repetition play in helping students consolidate their learning, and how can teachers embed these practices into their lessons?
• What strategies can teachers use to help students reflect on their learning processes, encouraging them to develop metacognition and strengthen their ability to retain knowledge over time?
The Engagement Builder™
What the body, face, and hands communicate may be more accurate than students’ words.
The Discussion Generator™
• Beyond looking for students’ unconscious hand gestures, how can teachers encourage students to purposely use their hands to show how they’re feeling as they learn?
• How might cultural differences influence the way students use their hands? What should teachers be aware of to ensure they are accurately interpreting gestures across diverse student populations?
• Research suggests that when students use their hands to explain the concepts they are learning, it can help improve their understanding of those concepts. How might teachers integrate gesture-based learning activities into various subjects?
The Engagement Builder™
Students’ questions tend to be discounted and treated as distractions more often than they are honored, respected, and used as possibilities to generate learning.
The Discussion Generator™
• How can teachers shift their instructional approach to prioritize student inquiry without sacrificing structure and focus?
• What barriers might exist that discourage students from asking their questions, and how can teachers address those barriers?
• How can teachers guide students toward asking more effective, curiosity-driven questions that lead to deeper explanation and learning?
Weeks 25–28: Readings for Rejuvenation and Perspective
WEEK 25:
How And Why To Nurture “Pluck”
How I will best use this lesson:
The Engagement Builder™
The future belongs to those individuals who are willing to risk failure to achieve something that is truly important to them.
The Discussion Generator™
• In what ways can teachers change their classroom culture, curriculum design, and feedback practices to encourage students to take initiative, challenge themselves, and develop a mindset of perseverance?
• What classroom practices are barriers to “pluck”?
• How can teachers use storytelling—whether through literature, history, or personal experiences—to inspire students to develop grit, determination, and the courage to take risks?
WEEK 26: Five Questions To Supercharge Your Teaching Practice
How I will best use this lesson:
The Engagement Builder™
When we give students the gift of being able to own their learning, commit to their success, and develop their full capacity to engage with the world, we give them a gift for a quality life.
The Discussion Generator™
• Why is it important for teachers to continually push their own limits and refine their teaching methods?
• What mindset shifts are necessary for teachers to move from “good” to “great” in their teaching?
• How can teachers cultivate habits that keep them inspired, effective, and continually improving?
WEEK 27:
Secrets For Handling A Parent’s Never-Ending Requests
How I will best use this lesson:
The Engagement Builder™
Remember, parents’ concerns are very real to them.
The Discussion Generator™
• How can teachers handle emotionally charged or persistent parent requests without feeling overwhelmed or compromising their professional ethics and responsibilities?
• When should teachers escalate a parent’s request to administration, and how can they document interactions to protect themselves and ensure accountability?
• What are some diplomatic yet firm ways to say no to a parent’s request while maintaining a positive relationship and avoiding conflict?
WEEK 28:
Maximize The Impact Of Your Responses To Students
How I will best use this lesson:
The Engagement Builder™
If you want students to believe in you and follow your advice, you must constantly improve and refine both your ability to understand what they say to you and the power and credibility of your responses to them.
The Discussion Generator™
• What strategies can help teachers be fully present when students are speaking?
• What are some common barriers that prevent teachers from truly listening to students, and how can they overcome them?
• In what ways does better listening contribute to stronger student-teacher relationships, increased student engagement, and improved classroom dynamics?
WEEK 29:
Weeks 29–32: The Ideas and the Mindset to Keep the Momentum Going
Ways To Prepare Students For Global Citizenship
How I will best use this lesson:
The Engagement Builder™
The world students will be entering will require a global perspective.
The Discussion Generator™
• What are some additional practical ways for teachers to connect students with global issues—such as sustainability, human rights, and digital citizenship— without overwhelming them?
• How does fostering global citizenship in students contribute to their future success in careers, relationships, and societal participation?
• What skills are the most critical for students to develop in this regard?
WEEK 30:
You Really Can Make Professional Disagreements Productive
How I will best use this lesson:
The Engagement Builder™
When disagreements remain professional, some of the best and most creative solutions and ideas are born.
The Discussion Generator™
• How can teachers ensure that professional discussions lead to actionable outcomes rather than just staying theoretical?
• What follow-up strategies can ensure and sustain meaningful change?
• What role does emotional intelligence play in professional discussions, and how can teachers practice self-awareness and empathy to improve the quality of their conversations?
WEEK 31:
Six Ways To Take Care Of Yourself In The Final Weeks
How I will best use this lesson:
The Engagement Builder™
Focusing on taking care of yourself is neither selfish nor self-serving.
The Discussion Generator™
• Why is self-care especially important during the final weeks of the school year?
• How can teachers set boundaries with students, parents, and colleagues to protect their time and emotional well-being while still fulfilling their professional responsibilities?
• What roles do collaboration and delegation play in reducing end-of-year stress? How can teachers support one another while ensuring their own workloads remain manageable?
WEEK 32:
Courage: Knowing When To Stand Up And When To Sit Down
How I will best use this lesson:
The Engagement Builder™
All teachers are called upon frequently to carry out both small and large acts of courage.
The Discussion Generator™
• How can teachers advocate for what is best for students, even when facing resistance or pushback?
• How can teachers support one another in developing and demonstrating professional courage, ensuring that no one feels isolated when standing up for their values and educational beliefs?
• In what ways can teachers model professional courage for their students?
Weeks 33–36: The Right Teachings for a Strong Finish
WEEK 33:
If You Had The Advantage Of A Do-Over…
How I will best use this lesson:
The Engagement Builder™
The words “I’m sorry” can do a lot to heal a regretful situation, even if time has passed.
The Discussion Generator™
• Looking back, what decision or teaching strategy do you wish you had implemented sooner? How might it have changed students’ learning experiences?
• What lessons did you learn from a particularly challenging moment with a student, parent, or colleague?
• What is one professional risk you wish you had taken earlier? Why?
WEEK 34:
The Surprising Benefits Of Giving Back To The Profession
How I will best use this lesson:
The Engagement Builder™
Giving back is as much an attitude as it is a set of actions.
The Discussion Generator™
• How do mentoring new teachers and sharing best practices with colleagues contribute not only to the profession but also to personal growth and job satisfaction?
• How can teachers balance their regular workload with finding meaningful ways to contribute to the profession, ensuring that giving back is energizing rather than overwhelming?
• What impact does giving back to the profession have on teacher retention and school culture?
WEEK 35: Six Reflections For A Productive End To The Year
How I will best use this lesson:
The Engagement Builder™
Ending the year by reflecting on our experiences, lessons, struggles, and successes is a key component of learning and growing as a professional.
The Discussion Generator™
• How can teachers involve students in the reflection process to gain valuable insights into the effectiveness of their teaching methods and classroom dynamics?
• In what ways can the reflection questions presented in this lesson aid teachers in setting goals for next school year?
• What role does self-reflection play in preventing burnout and fostering long-term resilience in teaching?
WEEK 36:
Help Students See How Far They’ve Come
How I will best use this lesson:
The Engagement Builder™
When we spend time helping students revisit and recall their learning journey, we not only help them appreciate what they have gained, but we also strengthen their recall of important content and skills.
The Discussion Generator™
• In what ways can helping students acknowledge their progress serve to improve classroom culture, student-teacher relationships, and overall engagement in learning?
• How can teachers help students connect their past challenges and successes to future goals, fostering resilience and a sense of purpose?
• How can teachers use learning timelines, progress charts, and student-led conferences to help students visually or tangibly see their progress over time? What are some other creative ways to show them their progress?
Leader’s Answer Key
MT 5701
Start By Crafting How You Want To Be Perceived
1. D
2. B
3. D
4. A
MT 5702
Build Classroom Routines With Five Brain-Friendly Strategies
1. A, C
2. A, B
3. C, D
4. B, D
MT 5703
When Counseling A Student For The First Time
1. A
2. B
3. C
4. D
MT 5704
The First Step To Changing Misbehaviors
1. A
2. A, B, C, D
3. C
4. D
MT 5705
Nine Success-Generating Behaviors That Do Not Require Talent
1. B, C
2. D
3. A 4. A
MT 5706
Nine Ways To Manage Cognitive Load and Increase Learning
1. B, C
2. A, B, D
3. A, C, D
4. B
MT 5707
Stay Close To Underachievers
1. B
2. A 3. B 4. D
MT 5708
Three Keys To Effective Persuasion
1. C 2. D 3. A 4. B
MT 5709
A Recipe For Failure: Ignoring Background Knowledge 1. D
2. A, B, C 3. D
4. A, B, C
MT 5710
The Link Between Student Gratitude And Achievement
1. B 2. C 3. D
4. B, C, D
MT 5711
Why We Must Help Students Develop Their Academic Identity
1. A, B, D
2. A, B, D 3. C
4. C
MT 5712
Effective Techniques For Responding To Alibis, Objections, And Complaints
1. C, D 2. C
3. A, B 4. A
MT 5713
When Students Don’t Participate
1. A, D 2. C
3. C 4. A, B
MT 5714
Motivating A Lazy Student
1. A, B
2. A, D
3. A, B, C, D 4. C
MT 5715
When Students Need Us To Be On High Alert
1. D 2. D 3. C 4. B
MT 5716
Six Priceless Gifts That Cost Us Nothing
1. C
2. A 3. B 4. D
MT 5717
How To Develop And Practice Mental Toughness
1. D 2. D
3. A 4. A, D
MT 5718 When Talented Students Struggle 1. A
2. A, C 3. A 4. A
MT 5719
Six Motivational Secrets From Research You Can Use Now 1. D 2. A 3. B, C 4. B, C
MT 5720
Seven Drivers Of LifeChanging Learning 1. C 2. B 3. B 4. D
MT 5721
Avoid The Culprits That Lead To Communication Failures
1. B
2. B, C
3. A, C, D 4. A, C
MT 5722
Help Students Learn Better And Remember Longer 1. C 2. B 3. A 4. D
MT 5723
Students’ Hands Tell You What Their Words Don’t 1. B, C 2. A
3. A, C, D 4. C
MT 5724 The Best Questions For Learning Are Not Always Ours
1. C, D 2. D
3. A, B 4. D
MT 5725
How And Why To Nurture “Pluck”
B
B, C
A, D
A
MT 5726
Five Questions To Supercharge Your Teaching Practice
B, C, D
A
B
A, B, C
MT 5727
Secrets For Handling A Parent’s Never-Ending Requests
D
C
B
A, B
MT 5728
Maximize The Impact Of Your Responses To Students
C
D
A
C
MT 5729
Ways To Prepare Students For Global Citizenship
D
C
D
C
MT 5730 You Really Can Make Professional Disagreements Productive 1. A 2. B
3. A, B, C 4. B, C, D
MT 5731
Six Ways To Take Care Of Yourself In The Final Weeks
1. B 2. A 3. D 4. C
MT 5732
Courage: Knowing When To Stand Up And When To Sit Down
1. B 2. D
3. B 4. D
MT 5733
If You Had The Advantage Of A Do-Over
1. A
2. A, C 3. B 4. B, D
MT 5734
The Surprising Benefits Of Giving Back To The Profession
1. A, D
2. B, C 3. A, B 4. C, D
MT 5735
Six Reflections For A Productive End To The Year 1. C 2. A 3. D 4. B, D
MT 5736
Help Students See How Far They’ve Come 1. A
2. A, D
3. D 4. B
Research References
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