Conducive Learning Environment

Based on our readings and class discussion, how will you create a learning environment that is conducive to learning?  Now consider your CSEL case study.  Develop a full continuum of responses for dealing with the misbehavior of your case.   

It is important to create a conducive learning environment in the classroom for students. Without an effective learning environment students will not strive and achieve to be all they can be within the classroom. I believe that it is imperative in making sure that students feel a sense of safety and community inside the classroom. Students need to know that they can express themselves freely in the classroom environment. No one is going to criticize them for any questions, ideas, or struggles they have. Students need to also feel like their class is a community of individuals that work together to meet a goal. 

None of this can be done without respect for one another and for themselves. I would emphasize how important it is to show respect not only to yourself but to others as well. I would model what respect looks like by showing respect  to them at all times. I would also explain that part of showing respect for yourself is giving one hundred percent everyday at school. Part of respect is honesty. Being honest demonstrates that you respect them enough as an individual to be able to communicate to them in an open manner. Therefore, when a student had frustrations with other students they would need to calmly explain to that student why they are flustered so the situation could be worked out. Students need to know it is okay to openly be honest to me, as their teacher, about concerns, worries, or frustrations they have in regards to other students, school work, themselves, or even me.

In my case study one of my students, Lisa, is acting out in her cooperative learning group. She gets angry with the other students if she does not get what she wants and refuses to do her job within the group. She constantly interrupts other students within her group and does not pay attention whenever her group prepares for presentations.

My first step of action would be to go over what respect means in our classroom with the whole class. I would remind them that being respectful includes giving 100% everyday, helping other classmates, and if you are angry or flustered with someone calmly telling them why you feel the way you feel. Even though I would address this to the entire class, I would make sure I made frequent eye contact with Lisa or walked closer to desk while talking. I would try to make subtle cueings to her letting her know that I was mainly talking to her, but do it in a discrete enough way that others may not pick up on it so she won't become embarrassed. 

My second step of intervention would be to pull her aside privately and talk to her. I would ask her if there is anything she would like to communicate with me concerning her behavior. Depending on her response to that is how I would choose to proceed in talking with her. If she did have issues or concerns I would deal with them accordingly, if not I would have her go over what respect is and ask her if she is behaving in that manner.

My third step of intervention would involve the parents. I would call or email them explaining the situation from there. I would discuss with them maybe implementing a self-regulation journal everyday or conducting a planned intervention.

I found two resources I really like that goes over respect. In the first resource you give each student a sticky note and they can either pick someone or draw names out of a hat (you can decide how you want to do that) and they write one good thing about that person. Then they place that sticky note on that person's desk for the rest of the day. The website goes over it in more detail here is the link  http://teachers.post-it.com/wps/portal/3M/en_US/Post-it-Teachers/Home/All-Activities/

The second resource is a T-chart going over what respect looks and sounds like. This is could be made with the students and should be put on a posterboard so it could hang up in the classroom. It would be a terrific visual aid.  http://www.gradeonederful.com/2012/05/respect-and-nomination.html  

 

Theories of Motivation

Consider the theories of motivation that we discussed in class.   Which theories of motivation are most helpful and instructive for you?  How can they enhance motivation and affect your students?  


I have really enjoyed learning about motivation this week. This is probably the most important aspect when teaching a classroom because without motivation students are not going to learn anything and our efforts are in vain. The theory I was most associated with was the extrinsic theory. With the children I have worked with in the past, in order to motivate them to do a particular task it has usually be from using extrinsic theory. I tell them if they finish this or do that then they will get cupcakes on Friday or be able to play a game that they love. After learning about the other theories I am going to incorporate different ways of motivation.

One of the most helpful and instructive motivational theory was intrinsic motivation. This is when motivation comes from within the student's own desire to learn the material. I can help invoke intrinsic motivation by giving students more control over their learning process. If a child as no interest in the material or topic they are learning then the material more than likely is not going to stick with them. Lessons need to be related to students in the best manner they possibly can so students can find some sort of relevance within the topic. I really like the idea of giving students more control over their learning by giving them choices. With choices of which book to write a report on or do want to do a power point, take a test or write a report on a subject, students are going to be more engaged with the material because it fits their needs and interests more.

I also like the goal theory. With a personal goal in mind students are more apt to be successful because they are the ones who decided on that personal goal. I like the idea of combining the goal theory and extrinsic theory together in the classroom. Maybe once a week have each student write down a short term goal for them to personally achieve by the end of that week. Of course the goal should be related somehow to the classroom. At the end of the week the teacher and student assesses if that students has achieved his/her personal goal for that week. If that student has then they get to pick from the treasure box or has a sticker put up on a chart, some kind of award is given to them. This helps motivate students internally by them setting their goals while at the same time reinforcing externally their good efforts for personal achievement.


One outside resource that I really enjoyed is called Classroom Motivation Techniques. It is a short article on simple ways to motivate and keep students motivated within the classroom. Here is the link for it http://www.ehow.com/how_4550201_classroom-motivation-techniques.html. Another article I really enjoyed also dealt with motivation within the classroom. This article is more detailed and covers a wide range of how teachers can keep students motivated from how to plan motivating lesson plans to helpful strategies. The link for this article is http://www.teachermatters.com/classroom-management/roles-of-the-teacher/motivating.html.

My personal objective for this course is for me to learn the most I can because I realize that having a better understanding of human psychology will help me better relate to my students.What I would like to personally accomplish in this class is how to become a better teacher by having a better understanding of what motivates students in the classroom. Also I want to help students learn in the most effective way possible. My hopes are that this class will give me a better grasp of students from a psychological standpoint. The concerns I have are how to properly assess students while still creating a fun and effective learning environment.