The Motivation And Presentation Of The Classroom

Looking at the rubric, I mainly received 2's and 3's. Being that this was my first time being observed other than by my cooperating teacher, receiving these scores makes me confident that I can become an effective educator. One thing I've learned I definitely need to improve on is application. I realized after the lesson, that I did not have children summarized what we learned and did during the lesson.

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.

Teaching requires creating a classroom where all students are able to participate in the learning. Chapter 1 discusses the importance language, expectations, and integration. Chapter 1 introduces the topic of multicultural teaching.

Last semester was exceptionally challenging; however, it was extremely beneficial because I had to work harder than any of my other classes before. I think various elements contributed to me being unsuccessful in Nursing 204. My aunt died in March with Lupus and that affected me in a huge on the grounds that she played a big role in my life, since I was a child. I was still in the denial stage and my emotions took over, which caused me to become less motivated in school. I just felt like I had no inspiration last semester and I should not have let my emotions hindered my education. In high school, I generally experienced difficulty taking tests that were not seeking the direct answers, and the Nursing 204 tests were not quite the same as the tests I would regularly take. My procrastination last semester played an enormous role in failing the course. When I initially

Most of my direct experience working with curriculum is as an public elementary school teacher. I prided myself for many years in aligning the state curriculum frameworks and objectives with the instruction going on in my classroom, and received praise from administrators for sticking to the “playbook”. As time went on, though, I realized that my mixed ability classes were simply not performing up to my personal expectations. I began to create flexible groups for math and language arts, and differentiate instruction based on group needs and student interests. I saw significant improvements in student engagement, behavior and overall achievement.

My mind is still processing all of the ideas and challenges presented by George Couros during our most recent institute day this past Friday. After this day of professional development, I feel revitalized, encouraged, and motivated to stretch my teaching muscles and rethink how I incite learning in my classroom. Technology has opened a world of opportunity for us as learners, but as Uncle Ben quips in Spiderman, "With great power comes great responsible."

If I were to grade myself, I would give myself a 100. I aimed to do the best I could and put forth 100% effort into this presentation. I worked together well within my group and assisted the others if they needed anything else. I wanted to make sure that this project turned out amazing, and I felt

Every accomplishment, small or large, comes from the motivation one has to succeed in their goals. Motivation is not always present in the classroom, for example in Mrs. Garcia’s classroom at Milby High School. For me, knowing Spanish was a given since most of my family speaks it. Although this is the case, I never used Spanish with them because they can understand English. For this reason, I only knew the basics and couldn’t hold a conversation with it. My parents always wanted me to learn more Spanish and perfect it in order to have a better future. I never saw the point of it until I was placed Mrs. Garcia’s Spanish level 1 class. The first days of class I had zero motivation into learning Spanish but as the weeks passed

A quote from Brian Whitley, and research author, reveals the sincerity of most students, “On college campuses across the country, legions of students spend their weekends compulsively refreshing their email inboxes, noshing on snacks, and maybe doing a month’s worth of laundry. Shouldn't they be studying? Well sure. They just don't want to”(1). Students procrastinate to do their school work because they have no ambition or drive to want to achieve something. Of course they have long term plans to graduate,get a degree and have a suitable career, but they don't have anything to look forward to in a set amount of time. Rewarding students with money who already have good grades will give them a reason to continue earning good grades. The method

The objectives were appropriate for this class they weren’t too advanced or too easy. There were no behavior problems during the lecture or the demonstration. When we divided the class into groups my group was very well behaved except for two of the students. While the two students were waiting for their turn during the activities the two of them were not paying attention and misbehaving, but once I split them up they quit misbehaving. I felt that we educated this class well and I enjoyed teaching this class. The students seemed to enjoy the activities we did and actively participated. I felt that Ellie and I worked well together. She did a great job being the lead and I felt that I assisted her well. Ellie and I received a “G” in all sections on the evaluation

Educationworld presented an article entitled Bringing Acceptable-Use Policies into the 21st Century by Kari Rhame Murphy. Murphy stressed the importance of adjusting school handbooks to implement technology guidelines and precautions if students were to begin bringing their own digital devices. She challenged her instructional technology staff to revise the expectations that “reflect what we value about learning, teach our students digital citizenship, and empower our teachers” (Murphy, 2012). Murphy created 5-steps to support district leaders, schools and teachers in creating guidelines for technological use in schools. First, a vision statement should be put into place that follows closely with the school or district vision statement

Curiousiteur is an area of motivation that was discussed in this week's lesson. As a chemistry teacher, most of my students are in 11th and 12th grade and motivation is limited. The important motivators at this level areACT test scores, GPA, graduation, and college. In my science class, I use many of the specific areas that were discussed in Yount's chapter four. Science teachers traditionally ask questions which are challenging and provoking. Science teachers "rock the boat but do not sink it" (Yount, 1999, pg 87). I have students working in pairs or teams during lab exercises this allows for peer interaction. Another area of student involvement is justifying answers. I have students to show me how they obtained their answers. Most of the topics covered in chemistry can be easily applied to everyday life. By having students dig deeper into each topic, it helps them make the connection between the content and the real world.

The study took place in a month span but data was collected from students concerning their whole school year. The research looked at a handful of students grades in non-minority teacher classes compared to their grades in minority students classes. I also had over 100 students ranging from 17-18 years old all graduating seniors to complete a survey concerning their feelings about minority teachers compared to non-minority teachers. The last piece of research I used for this study was a district-wide survey given to all students. This survey focused on their feelings on the school as a whole and what their feelings are concerning two of their current teachers. Each teacher had 25 of their students selected to

Before any changes are made, a common understanding amongst all teachers, whether they have been teaching for thirty years or are fresh in the field, must be established. As an instructor you must be willing to adapt to the role, which best suits your curriculum and students needs, as well as, always be one step ahead of your children. It is also important for administrative persons as well as the boards of education, to understand that if success is what we want for our children and we believe individual success can be reached through the ability to freely explore many pathways, we must also make these conveniences available to our teachers. Teachers need freedom to convey freedom and the option to explore different pathways in the classroom, to meet the needs of every individual. A unique idea was proposed by Ted Kolderie, who was associated with the Humphrey Institute for Public Affairs at the University of Minnesota Center for Policy studies. He stated, “what if you didn’t have employees? What if you owned the enterprise as a professional practice, much like a law firm or medical practice?” (153) This suggestion challenged the idea of teaching in itself, by presenting the assumption that teaching while under restrictions, is not actually teaching. It related teaching to a practice, such as a law firm or a medical position, which require constant change of execution and procedure depending on the case at hand. This idea also related to the beliefs and concerns of

This study will take place in a seventh and eighth grade special education classroom in a small, rural district located in the southeastern part of Iowa. The district also consists of an elementary in addition to the junior-senior high school. The junior-senior high school used for this research has an enrollment of 263 students in grades seven through twelve. Twenty-seven percent of the current school population participates in the federal free-and-reduced lunch program, and 11% of the students receive services from the special education department. The classroom participating in this study has one teacher along with three paraprofessionals who are assigned to specific students who have Individualized Education Plans in the areas of academics and behavior.