PLE 2

I was really interested in talking about makng my classroom and comfortable learning enviroment. Like we talked about in class I think it is extremely important to make the classroom warm and inviting. I want to try and make it a comfortable and warm enviroment for my students so they are excited to come to class everyday. It is important to me to for my students to also feel that the classroom is a safe place for them. I believe that when students feel comfortable and safe in their surroundings they will thrive more in the classroom. To make my classroom an enviroment of success I plan to have my classroom procedures up on the wall somwhere, just for those students who don't remember or always "forget" or classroom rules. I would like to also have objectives on the board, and a wordwall to help guide students in different parts of their lessons and activities. Talking about students and misbehaving in class brought up so many situations I had never thought of. So, naturally I was nervous! I think it is important to have a set of steps to follow and consequences, and to be consistent with students. An article I found called "Responding to Misbehavior" had some really great tips in it. Some strategies when dealing with misbehavior include "visual and verbal clues, increased teacher proximity, and logical consequences" (Responsive Classroom).  This article talked about the Responsive Classroom and stated, " in the Responsive Classroom the overarching goal is to keep the focus on learning while maintaining a classroom that is physically and emotionally safe for all" (Responsive Classroom). I think it is important to try and not put the student on the spot in front of his or her classmates. You do not want the student to think you are against them by any means, but the student needs to know that his or her actions are not on par with what you know they are capable of (following the rules). I do not think that means that students should never be singled out. I think teachers really need to get to know their students and understand what types of consequences work for some students, and what types of consequences work for others.

For the Elementary Education Case Study there are a few things I would do. First, I think it would be a good idea to talk to Lisa about it at some point in the day. I believe it would be a better idea to talk to her at the beginning of the day or a time where it would not be obvious to other students what the conversation is about. I would ask her to explain why she thinks her group is having problems, and then ask her why she feels the way she does. Then I would explain to her what I have observed and lay out the behaviors and choices she can make. I would wait until the students were in groups again, and if I noticed Lisa causing problems I may use some visual or verbal cues to let her know that I am watching, and she is not making good decisions. I believe this would be considered a warning. If it continued I would then walk over to the group and ask them how they are feeling and maybe make an announcement to the class that I can see some people are not making the right choices and either stand near her desk or tap on her desk when I said this. This way I am not calling her out in front of everyone, but it is enough for her to know I am talking to her. If it continued I think I would have to call her to my desk and talk to her, and then the last step would be to put her in another group, or by herself and talk to her parents or guardian about it. I think I many have some things to work out in my continnuum, and some more to learn, but as of right now that is how I feel about my case study and the misbehavior.

"Responding to Misbehavior". Excerpt in "Rules for Schools"  in the "Responsive Classroom Newsletter". Nov 2011.

Motivation

I really like the topic of motivation, and I believe it plays an extremely important role in the classroom. I really believe in both intrisic and extrinsic motivations. I think intristic is most important, and is something that hopefully people have throughout their lives. I think in younger grades it is important to have extrinsic motivation here and there. I did not agree with the teacher in the case study that we read on Thursday. Though I thought he had it all figured out and truly felt he was doing the right thing it really didn't sit well with the students and hurt their motivation more than helped it. Stickers on papers or little things like that are great from the classroom. I really believe in extrinsic motivation being group oriented. If the class as a whole does better than their previous tests, or if the averages grades go up then the class gets rewarded as a whole. When the class as a whole is working toward the same goals it becomes a collborative situation instead of a competition. Extrinsic motivation is going to get the students to work towards something, and I think if teachers carefully pick what this reward is it can be a great motivation process. I really don't want my students to expect to have a reward for everything they do, and my main goal is to help them develop intrisic motivations within themselves. I am really interested in learning how to help students develop intrinsic motivation because I think it can take you a long way. I think self efficacy ties into the idea of intrinsic motivation. Like we said in class younger kids believe they can do anything and have a high self efficacy which means they are willing to try, and if they fail its not embarrassing its just another reason to try again. If we as teachers can help improve students self efficacy, or find a way to keep it high I think it would lead to a lot more intrinsic motivation. This of course, is way easier said than done! I really think that teaching can have an influence on intrinsic motivations, and I am very interested and learning how I can help my students develop it. I found an article called "The Impact of Teaching Strategies on Intrinsic Motivation" that discusses and researches different concepts, ideas, and situations in which teaching can or cannot influence intrinsic motivation. The author states "self-motivation (intrinstic) can lead the student to go beyond the scope and requirements of an educational course because they are seeking to learn about the subject, not just fulfill a limited set of requirements." This article also gives models and ideas to enhance intrinsic motivation. This is so interesting to me, and if I can find a way to help my students in this area I would love it!

Bomia, Lisa., L.Beluzo, D. Demeester, K. Elander, M. Johnson, and B. Sheldon.
"The Impact of Teaching Strategies on Intrinsic Motivation." ERIC. 1997.

PLE 1

Our first class was very interesting! I am really excited to jump into Ed Psych because I think it is going to strengthen my skills and provide me with new knowledge for being a future educator. I am very interested in Motivation. I know this is one of the first topics in our class that we will cover, and I think it will be very interesting. Growing up, I had a hard time staying motivated in school until I came across some amazing teachers who really helped me thrive and changed my view of school forever. I am really interested in understanding the different types of motivation because I think it is so incredible how students think, and how different motivation can effect them differently. An article "Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes" by David Rouse, Rouse discusses Behaviorism and the idea of "doing something for something". I find this to be extremely interesting because I feel as if a lot of children fall under the cateogory of behavorism in one way or another. Who doesn't want a Gold star? Rouse states that "the behaviorism system will fail eventually in one's life. In the workplace good employees do a good job, and money isn't the point" (Rosue).  He states "pay is not the motivator, rewards discourage risk taking, incentive systems tend to reward short term performance" (Rouse). He continues to develop a theory in which he " believes intrinsic motivation is the most gratifying, and lasts the longest" (Rosue). I am interested to go deeper. I do think that rewards like Gold stars and stickers are great, and I am not against rewards, but I would like to learn more about intrisic motivations. I would like to see if there are ways that I as the teacher can help guide my students towards that motivation! I am very curious about motivation because I feel as if it is a major key to being a successful teacher. I know it is easier said than do, but I am very interested about learning the psychology behind these motivations, and hopefully understading them better so I can help apply them in my classroom.

Rouse, David. "Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes". 15 Oct 1993: 396+. Professional Collection.