The effect of a teacher's classroom “style” in creating and/or maintaining intrinsic motivation is analyzed. Typically, research which has attempted to isolate classroom personality variables of successful teachers has not provided techniques for training teachers. A methodology for equipping teachers with techniques for developing and increasing students' intrinsic motivation is presented. The major components include pinpointing style characteristics, operationally defining these characteristics so that they can be observed and measured and utilizing techniques of applied behavior analysis in the training process.
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