We must view young people not as empty bottles to be filled, but as candles to be lit.
~Robert H. Shaffer
~Robert H. Shaffer
Standard 5
Classroom Motivation and Management Skills - The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Reflection
Teachers have a particularly interesting job because they have to work towards motivating everyone within their classroom, whether the students are intrinsically motivated or not. For my first artifact, I considered several questions whose answers directly affect how effective the learning environment is. The notes focus on the questions of: What is the Impact of Time on Learning? What are Some Strategies for Managing Routine Misbehavior? What Practices Contribute to Effective Classroom Management? How is Applied Behavior Analysis Used to Manage More Serious Behavior Problems? How Can Serious Behavior Problems Be Prevented? These questions directly impact the decisions you choose to take in order to motivate and manage students. One key idea, I believe, was the idea of only using the simplest action possible to take care of discipline that will work. I have learned, as an observer, while in Mrs. Harvey’s class that frequently this is very true because students correct misbehavior after simply a glance from their teacher or a similar non-verbal signal.
The second artifact that I placed within this strategy is also focused on the ideas of motivation and management. Both of the teachers that I had the opportunity to observe were quite gifted with classroom management. In strong contrast though, were the differing environments of the two classrooms. In Mrs. Ritchie-Campbell’s sixth grade classroom, the environment was far more relaxed. While the physical setup of the rooms was similar, in Mrs. Ritchie-Campbell’s classroom, students were not typically directed about behaviors unless a problem was occurring. This was not the case with Mrs. Harvey’s classroom. In Mrs. Harvey’s classroom, the students are frequently reminded about both positive and negative behaviors. She focuses on praising the good behaviors and then dealing with any negative behaviors that continue to persist.
Part of this difference, I believe was the age difference between the two classrooms. In Mrs. Ritchie-Campbell’s classroom, the middle school students had frequently already learned the expected behaviors for a consistent five years before. In Mrs. Harvey’s classrooms, students would only have three years, and sometimes, not even that because of the school’s high turnover rate. It was interesting to consider the two approaches because I feel I will likely as a teacher fall somewhere between both approaches. Seeing both of these teachers has helped me to develop a better sense of what I feel is comfortable and effective when I begin my own teaching career and decide how to motivate and mange my students.
The last artifact I have included is from an entirely different model than either of the previous two teachers. I have included a reflection based on blog entries about the classroom management style in the classroom I am observing. This model was entirely different because it is based on The Harbor Institute Model. This particular model focuses largely on classroom management and motivation. This means that students spend a great deal of time during the first two weeks learning the rules and the reasons behind them. I feel this is an important artifact because the time within this classroom has challenged my approach to classroom management and allowed me to think deeply about what classroom management style works best for me. In doing son, I feel that this experience has made me a stronger teacher and allowed me to see a new perspective into what classroom management and motivation can be within the classroom.
The second artifact that I placed within this strategy is also focused on the ideas of motivation and management. Both of the teachers that I had the opportunity to observe were quite gifted with classroom management. In strong contrast though, were the differing environments of the two classrooms. In Mrs. Ritchie-Campbell’s sixth grade classroom, the environment was far more relaxed. While the physical setup of the rooms was similar, in Mrs. Ritchie-Campbell’s classroom, students were not typically directed about behaviors unless a problem was occurring. This was not the case with Mrs. Harvey’s classroom. In Mrs. Harvey’s classroom, the students are frequently reminded about both positive and negative behaviors. She focuses on praising the good behaviors and then dealing with any negative behaviors that continue to persist.
Part of this difference, I believe was the age difference between the two classrooms. In Mrs. Ritchie-Campbell’s classroom, the middle school students had frequently already learned the expected behaviors for a consistent five years before. In Mrs. Harvey’s classrooms, students would only have three years, and sometimes, not even that because of the school’s high turnover rate. It was interesting to consider the two approaches because I feel I will likely as a teacher fall somewhere between both approaches. Seeing both of these teachers has helped me to develop a better sense of what I feel is comfortable and effective when I begin my own teaching career and decide how to motivate and mange my students.
The last artifact I have included is from an entirely different model than either of the previous two teachers. I have included a reflection based on blog entries about the classroom management style in the classroom I am observing. This model was entirely different because it is based on The Harbor Institute Model. This particular model focuses largely on classroom management and motivation. This means that students spend a great deal of time during the first two weeks learning the rules and the reasons behind them. I feel this is an important artifact because the time within this classroom has challenged my approach to classroom management and allowed me to think deeply about what classroom management style works best for me. In doing son, I feel that this experience has made me a stronger teacher and allowed me to see a new perspective into what classroom management and motivation can be within the classroom.
Effective Learning Environments
effective_learning_environments.pdf | |
File Size: | 5514 kb |
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Classroom Observation of Mrs. Harvey compared to Mrs. Ritchie-Campbell
classroom_observation.pdf | |
File Size: | 1825 kb |
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classroom_observation_2.pdf | |
File Size: | 2872 kb |
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classroom_observation_3.pdf | |
File Size: | 1973 kb |
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Reflection on Harbor Model, Blog for Curriculum and Instruction
reflection_on_harbor_school.pdf | |
File Size: | 2714 kb |
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