Lee Honors College: An Obstetric Analysis

“The educator values the worth and dignity of every single person, the search of veracity, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all”. This means putting learner interests beyond everything else, especially personal advantage. The instructor will attempt their greatest to support each school child to identify his or her potential as a laudable and self-motivated member of the society by functioning to motivate the spirit of research, the self-reflection of knowledge and

In this study, self-determination was identified as feelings of autonomy, self-regulation, psychological perspectives, empowerment, and self-realization (Jones & Hensley, 2012). The area most impacted for self-contained students was psychological empowerment. Teachers in the research study stated that the self-contained students were more dependent on the classroom staff for learning support (Jones & Hensley, 2012). These students were more likely to seek assistance on simple assignments that they could have easily completed on their own. While it is important for teacher-student relationships to be positive, an overdependence on teachers can hinder the learning process and negatively impact the confidence level of the student (Jones & Hensley, 2012). However, students in resource classrooms displayed higher levels

If teachers want to revolutionize the way that history or social studies is taught in the classroom, they must move away from the idea that history is a series of facts that need to be taught to students. Instead of simply giving students the answers to historical questions, teachers must impart the practice of historical inquiry to their students. This ability to think like a historian allows students to be active participants in all history lessons. Such a revolutionary transformation is only possible if teachers generate innovative lessons that propagate historical analysis in the classroom. At the same time, teachers are expected to adhere to the Common Core standards that require students to be able to read, understand, and utilize “complex informational texts” (80). In order to transform history in the classroom and adhere to these Common Core Standards, it is important that teachers understand the importance of source analysis in lessons, know how to choose and create age-appropriate adapted sources, and successfully incorporate such lessons into larger units that ensure students learn to think historically.

It bears mentioning that I care a great deal about excellence in instruction. My pedagogical stance is based in the power of the narrative. Whether I am teaching multivariate statistics, persuasion, research design or social and behavioral attributes of public health—I approach it as though I have a story to tell. I want students to learn, of course, but I also want them to be inspired to be their “best self”. I firmly believe that students are our most valued asset. If students believe the school to be their “home” and the people within the school

Part of my teaching mission is to create a fun and positive learning environment that encourages curiosity and determination, to allow my students to be in charge of their learning, and to provide a strong foundation for lifelong learning. In an effort to accomplish my mission as a teacher, I incorporate a particularly inspiring idea, the gradual release of responsibility. Giving students support at each step of their learning needs to be implemented, but in a way that is not directly giving them the answers. The path to true independent learning is achieved by establishing learning objectives, teacher modeling, collaborative work, and guided instruction. This is the ultimate way to build self-confidence through competence.

Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well.

According to Zimmerman Self Efficacy helps the students to motivate and take up new challenges in life by constant learning. Self-Efficacy is different from several motivational concepts such as outcome expectations, self-concept and locus of control. It helps students to participate in their own choice of activities. Student with self-efficacy are more emotionally stable and can face and better handle any difficult situation in their life as compared to the students without self-efficacy. Self-efficacy helps student in accomplishing goals and their desired targets by providing ways of superior performance. Zimmerman further added that student's self-belief about their academic capabilities play a vital role in motivating them to achieve the

Stephanie can take the following actions to support self-dtermination and autonomy within her classroom. By encouraging and allowing her students to make their own choices, she can also encourage to plan certain self- selected goals that will encourage them to acheive the goals and go beyond them to achienve deeper learning. Stephanie can also keep her students accoutbable for their actions in regards to conqsence for their choices. Lastly, she can makesure that during her lesson she is using non-controlling postive feedback. All of these different methods will allow her students to have self-determination and autonomy in regards to their learning that will allow them find learning rewarding and go beyond the surface level learning taht Stephanie

To do this a series of resources were to be produced and used to achieve the goals of the study. The resources created were to help students achieve a level of autonomy and self-awareness and thus needed to be accessible to pupils with minimal input from the class teacher. In order to do this the study needed to be flexible and adaptable in order to ensure that the study would be completed in an accurate and useful manner. The decision was taken at the commencement of the study to use a topical and real-life background for the students taking part in the intervention in order to engender a sense of purpose and desire to learn in the pupils because this would encourage the autonomy and self-awareness needed for the case study to succeed. Furthermore, the cultivation of an interest in what is being studied has been found to be one of the more important aspects of motivating and engaging students with learning. Szklarski found in his 2011 study that pupils are more likely to take responsibility for and complete learning if they are interested and actively engaged in the learning arguing that “The results show that interest is a central motivational component in self-regulated learning” (Szklarski, 2011, p.44). Szklarski’s findings demonstrate that for this case study to be successful I needed to make sure that pupils were interested in what they were learning about as well as understanding why

The self-efficacy theory traces to psychologist Bandura’s social cognitive theory (1986) which defines self-efficacy as a person’s belief in one’s abilities to succeed or accomplish tasks and goals. Research suggests that self-efficacy directly affects motivation and persistence and therefore the type of goals and expectations individuals will set for themselves (Bandura, 2012; Kim, 2014). The degree of self-efficacy drives students’ goal orientation, which translates into effort and academic performance and serves as a predictor for academic attainment. Although self-efficacy is influenced by several factors (Bandura et al., 2001), researchers have found that self-efficacy can be enhanced and regulated and it follows the students throughout their educational career (Caprara, Fida, Vecchione, Del Bove, Vecchio, Barbaranelli, & Bandura, 2008).

Monte-Sano set up and structured her research project as a report that looked at student learning using a whole class where the teacher illustrates the “interchange between pedagogy and learning to write historical essays.” From this class she looks at three case studies from students for presentation. Monte-Sano sought a teacher that had “an advanced degree in history, a focus on writing, and an inquiry orientation toward history.” Monte-Sano chose the largest class of Mr. Lyle, and students who scored below or at average of their class, their scores represented the class majority, and their writing change was reflective of “important aspects of Mr. Lyle’s pedagogy.” Chauncey organized her “field notes and interview data chronologically and then transcribed them.” She tracked the main ideas using memos and identified patterns for future observations so she could “transcribe excerpts from all of the teacher data that related to these patterns in challenging and supporting ways.” She compared her evidence with Mr. Lyle’s teaching style in order to analyze the effectiveness of his teaching strategy. Through this research Chauncey was able to identify three major teaching strategies that were used by Mr. Lyle. By using reading and writing to help his students “learn and reason about history rather than simply summarizing it.” By integrating historical thinking with writing and reading Mr. Lyle allowed for his students through reading and writing to think historically and

This essay will describe the essential aspects of a self-directed, intrinsically motivated, active learner. It will also identify two areas of personal strength and two areas of personal weakness in being a self-motivated and engaged student. The essay will also include five personal growth strategies how I will implement these five personal growth strategies. The development plan will evaluate the success and accountability aspect of the five planned personal growth strategies.

According to Deci and Ryan (1985), Self-determination theory focus on an individual’s knowledge of autonomy, competence, and relatedness, which are the factors to raise the most volitional and most important practices of motivation and engagement for activities, including enhanced performance, persistence, and creativity. In this theory, academic motivation is divided into 3 categories; intrinsic,

Self-efficacy is a situational form of self-confidence, underlined by the belief that one can perform within a certain situation (Zimmerman, 2000). Self-efficacy has a significant impact on how people feel, think, behave, and motivate themselves. A characteristic of an individual with high self-efficacy is that they develop stronger intrinsic interest, and focus in activities (Bandura, 1994). People who possess high self-efficacy have been shown to, on average, learn and achieve more than those with low self-efficacy, "even when actual ability levels are the same" (Ormrod, 2008, p. 137).

Looking back on my education career in my life so far I have been one that is highly motivated to do well in class. Even though I am highly motivated to succeed in all my classes, I am not always highly motivated to be taking the class or completing 100 percent of the work assigned. This motivation may be connected to Carsten (2017) ideas of competence, relatedness, and autonomy and how they can play a role in a subjects learning.