Observation Of Student Motivation

The students in my Fricke’s classroom seemed excited for participation. They all behaved very well, and raised their hand when

The strategies used by classroom teachers are based on the individual child, there is no golden ticket that works for every child. There are general guidelines to develop strategies that have proven effective for many. To start it suggested that well establish routines are important, the use of graphic organizers to aid in the gathering and odering of information, limit outside stimuli that may distract and consistent clear expectations are all highly recommended.

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

Can you elaborate on what your mean by your statement on staying motivated and how that brings excitement to lesson plans and keeping students engaged? Are you referring to staying motivated yourself in reference to bring excitement into the lesson plans? In other word keeping yourself pump up or motivated for the lessons you will be delivering. If so do you believe that your lessons all need to be exciting and entertaining for each student? Or are you referring to internist or extrinsic motivation for engaging students? If so, how do you tap into what motivates your students especially since each individual student will have their own motivational venue.

Strategies that I have seen implemented throughout the semester, at Lincoln High School, include connecting learning to real world experiences. This strategy was implemented when the class went into the community for lunch; this experience taught student’s social skills, practiced balancing money, and proper manners. The class would practice how to properly order food items, developing skills such as speaking clearly, eye contact, and stating “please” and “thank you”. Each student has a “school bank” (a wallet with cash for lunch outings); the students determine their current balance and the food items they can order based on the meal price and their personal budget. After each outing, the students balance their new “school bank” account amount (students complete the same tasks when they bring in money to add to their account). These real-world connections increased students’ knowledge of financial budgeting, proper behavior to utilize in public settings, and how to properly communicate wants in a restaurant, store, or even home. Making connections between the lesson and prior knowledge is another strategy that I saw implemented throughout the semester. For example, when cooking, the students

The majority of ASCC’s course offerings are Associate of Arts and Associate of Science degrees. However, the college offers only a Bachelor in Education Degree, BED program, in 2006, under the Teacher Education Department. The BED program provides theoretical and practical experiences for pre-service and in-service elementary education majors. One of the major challenges of the program since its inception is the low enrollment from the general student population. A slow but significant climb in enrollment was noticeable when a new platform was required for the program in 2008 – the introduction of MOODLE in addition to the face-to-face format of the teacher education program.

1. Describe the students in the classroom: Thee student enters the classroom quietly went to their designated area for coats and backpacks to store them for the day. The students choose a chair and sat at their table waiting for Mrs. Thomas instruction. The classroom consisted of more girls than boys totaling fifteen in all. The class had one inclusionary child. The demographic makeup was eighty percent African-American, and twenty percent others.

During my various observations with the teacher, there have been a few techniques that were implemented to enhance students ' learning experiences. First, In problem-solving issues, the teacher will ask the student what approaches will they use in order to solve a problem. Another approach the teacher implemented was having the students attempt their own theory, even knowing the teacher the theory was

I will add a strategy to the lesson to promote learning. I will add questioning to the group work and the Power Point activities to promote higher level thinking skills. This will allow students to think about their answer and explain why they think it is correct. They will also be able to ask one another and the teacher questions to clarify information.

I intentionally employ a mix of instructional strategies in the classroom in order to give my students a variety of opportunities in which to engage themselves and each other with new content. Most class periods provide chances for students to work individually, as partners and/or in groups and units include a variety of problem-solving tasks to help students understand how the skills are used. Although the students seem to

As I continue to view the video one classroom strategy I favored was Mrs. Hopf’s implementation of the fingering number system. It was a nonverbal way of communication that is used in the classroom to help cut down on the disruptions in class; however by placing the fingers in the air, Mrs. Hopf can still understand what the students are asking. For example, if a student holds up 1 finger, then it means that the student needs help. 2 fingers means the student needs to go to the restroom. Finally 3 fingers means that the student needs to sharpen their pencils. In my opinion this system is excellent. It was demonstrated well by the students in the video. Looking from the outside in, I could tell Mrs. Hopf’s classroom management was great.

How have your observations from when you were student teaching influenced your teaching skills and your classroom?

How is a community formed? I have attended many churches and it can be difficult at times to be included as the rest of the congregation already has latent knowledge about each other which puts you on the outside. It can be difficult traversing the multitude of societal rules in order to become part of the community. Although the early church was encouraged to continue to meet together as, “Let us not give up meeting together, as some are in the habit of doing, but let us encourage one another – and all the more as you see the Day approaching” (New International Version 2011, Hebrews 10:25). However, it can be difficult to make those personal and deeper connections in order for members of the church to encourage one another. Over a period of seven weeks spanning the months of August to October, I undertook an ethnographic study of the evening meal called ‘dinner’ which took place before the Eventide service at St. Elphaba’s of the Vale. My ethnographic research was completed using the participant observation method during a Sunday evening from 6-6.30pm. By using this specific methodology I was able to engage in all the rituals involved with participating in the meal as well as observe the interactions of my informants around me. Each week I primarily studied one specific aspect of the meal service ritual, therefore, I have decided to write one account which is a combination of all of my weeks of participant observation. The primary theories which I will be using to interpret my observations are Bronislaw Malinowski and Marcel Mauss’ theories of exchange, specifically concerning the Kula ring as well as Emilie Durkheim's theory of the sacred-profane dichotomy.

What is motivation? What influences it? The term motivation can be defined in different ways. Motivation can simply defined as “ a need that, if high, is evident in a strong desire to achieve, to excel, to reach a high level of excellence” (Lefrancois 430). To become motivated, one must have a positive attitude to a variety of learning skills. Some factors that influence motivation include our peers, friends, parents, and environmental settings. Division four being high school division, attention is focused towards learning and what methods can be used. Students at this stage are more eager and develop a sense of what he or she wants to do and accomplish in upcoming adulthood. With a division comes a group of intelligent theorists. All

As I sat in the back of the classroom observing Ms. Dana techniques of teaching her students, I noticed the way the classroom is set up. Instead of the setting up the classroom with rows of desks, with few motivational/educational posters, it is filled with educational posters to motivate her students to work hard. The desks were also were facing each other, so the students can interact with other students and help one another. I noticed that Ms. Dana has the desks sit in a circle like way in order to have eye contacts with each individual student. As I sat quietly observing her, she introduced the lesson she planned for today, and pass out the materials (money materials) to the students. As she passed out the money materials to the students, she would ask simple questions, such as, “What is this coin, a nickel or dime?” and proceed to let the classroom to answer. Ms. Dana demonstrate the differences between each currency and proceed to pass remaining materials. She proceed to pull out the math problems she planned, and draw them on the board. As Ms. Dana was drawing the math problem out, I see the excitement throughout the classroom as they learning new things, and using