relaxed than last week. Although I had an observation from Mrs. Krause on Wednesday, I wasnt too nervous because I know that I am in process of learning how to teach and any constructive feedback should be welcomed. On that note, I decided to do a review as the lesson for my observation. I thought it would be beneficial to utilize stations as the format of my lesson. I knew that this format wasnt traditional and according to Mrs. Barber, not favorable for a formal observation, but I decided to take the risk for the students learning and my own progress as a future educator. I have never done stations before and I thought it would be a good idea to use station to incorporate the review material necessary for the Science test on Friday. Being mindful of my inquiry question/wondering, How can my teaching affect students motivation?, I thought that using stations would be a good way to engage the students in the content and help them effectively review the material at hand. I believe that if students are engaged, they will be motivated to learn. Even on teacher evaluations, this component is measured and reviewed to be sure that as much learning as possible will be taking place within the classroom. Additionally, I thought that meeting the students learning preferences by including a variety of station formats and environments would further stimulate their interest, motivation, and desire to learn. Students were given the opportunity to work in groups, individually, and to stand up, sit down, and move around. Students interests were also heightened as they completed the model solar system with skittles. I put a lot of thought and preparation into the stations so that they would motivate the students to participate and learn all the while reviewing key components that would be presented on the test at the end of the week. I learned that finding a balance between students interest and the curriculum can have huge effects on students motivation. Although some students didnt seem to work well in the group dynamics necessary in most of the station review activities, I learned a valuable lesson. In order for cooperative learning to take place, students must be taught how to work together. Cooperative learning is also another important component of student motivation that I will take into account as I create lessons and dig deeper into the many aspects of my wondering. What are you finding in the literature? How are you collecting data about your wondering? Why did you select this method? I am collecting data for my wondering by journaling my experiences. I have also started a weekly video reflection so that I can express some things that went on in the classroom that I didnt write in my weekly reflections. Additionally, I am keeping some anecdotal notes about my students academic progress and success on tests, homework, problems of the day, and overall class discussion/involvement. I need to become more consistent with taking anecdotal notes on my students. Also, I need to include some form of recognition pertaining to students motivation within my notes. I am currently using a checklist that I received from Mrs. Barber that has the students names, concept, and date. I would record students understanding by using the following notation: S =secure, P =progressing, and N = needs additional support. I have decided to add M= motivation to my chart so that I can mark the students who may understand the concepts, but arent motivated to complete the task at hand or who could benefit from being more engaged in the material. We also check off homework on this checklist. If students havent completed their homework, they have to go sign the behavior book. Before I came, the homework assignments werent being graded, but I have taken the initiative to grade the homework assignments as to motivate the students to put more effort into their homework. I am trying my best to incorporate as many things that I can into the classroom to motivate
Weekly Reflection #3- Geornesia Moses the students to learn. During math, I have started pulling small groups based on the students who need additional support. Just by working with students during the 20 minute intervention sessions, I have seen growth in their motivation due to the individualized instruction. From the literature, I have learned more about intrinsic and extrinsic motivation. Learning about the differences between the two have helped me to see ways that I can implement them in the classroom to yield the desired results for student motivation. From my observation, Mrs. Krause told me to utilize specific praise, which I researched to learn more about its positive affects in the classroom. By recognizing students who are doing well, it draws attention to positive behavior instead of negative behaviors. Disruptive behavior decreased when teachers praised appropriate behaviors (Madsen, Becker, & Thomas, 1968; Ward & Baker, 1968). I have attempted to use specific praise in my classroom over the remaining two days after the observation and I have seen some changes in the line-up procedure and independent work. I think that if I can continue with my efforts, I will find a link between specific praise and motivation which could strengthen my teaching and student learning.
Literature: An Educators Guide to Student Motivation, James M. Cooper & Mary McCaslin. It is a part of the Cengage Learning Guide Series. Journal of Emotional and Behavioral Disorders Spring 2000 vol. 8 no. 1 2-8