The Observation Of Motivation In The Classroom

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

My eighth grade classroom is set in a Jr-Sr. High school and is located in the Jr. High hallway, in the rear of the high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. My desk and computer are in the back corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Google Classroom is used daily as well as many other applications suited for 1:1 schools. I also have a projector hanging from the ceiling and two large white boards located on the front and side walls of my classroom. The class that I will be focusing on in this paper is made up of 26 students, 15 boys and 11 girls. One student with learning disabilities, another is an ELL student. This class meets for 55 minutes.

I consider Mrs. S to be coordinated. She has her materials well labeled and organized throughout her classroom. Her desk area also appears organized. Mrs. S shared with me that she begins her school day one hour before the students arrived. This schedule allows her to plan for the day ahead. Mrs. S‘s classroom is large but functional. She has a total of 30 students in her class. The seating arrangement consists of 6 sets of grouping desks as Mrs. S has 6 groups of 5 students to an area. This set up offers several benefits including encouraging collective learning,

On the right side of the classroom there is a closet that has four doors and on each door there is small bulletin board three of them with students names and their weekly tasks. Also the teacher also has one of the four bulletin boards with the student of the month and his or her achievements. On the left side of the room there are organizers with books and materials for students use. This same side of the room has the wall with another bulletin board with vocabulary words in which words are added daily and changed weekly. The vocabulary words a placed in alphabetical order. The words placed on the wall are based on the topic of the day. Also, I noticed that when the teacher is going to collect work from the students she first hands the their individual folders for them to place their work in and later she collects everyone 's folder.

Since my time at Sparks Elementary I have only been able to observe two routines that my mentor teacher has done with the other 3rd grade teacher’s. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day get’s started. The teachers then instruct the student’s to set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the student’s have set there belonging’s down, the teacher’s line up the students in the middle of the common area, where the student’s will be lead to their special’s classes like Music, P.E and Art. While the student’s part take in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the student’s enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the permithian board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do

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.

On Tuesday 01/31/17 at 0122 hours I was dispatched to a physical domestic in the

Welcome to Mrs. Gayle Harmon’s classroom! Mrs. Harmon has been teaching in a classroom since 1994, and has taught in many different states. Mrs. Harmon is a graduate of Concordia College and is a very proud educator. She currently is teaching second grade at Matoka Elementary school in Virginia for 8 years now, and is the team leader of her section at Matoka. Being that Mrs. Harmon has taught for quite some time now my first question was “How have your teaching skills evolved since first teaching a class?” Mrs. Harmon chuckled and smiled before responding, she says that “With time, comes wisdom and learning”. She is not nearly as naïve as

The desks in the classroom were arranged in a pattern that I have never seen before and I liked that there was also a big space on the rug for the students to sit and listen to a story or have a discussion. Ms. Mak, Josh’s teacher, had a warm, relaxed, and fun loving way about her. Respect and admiration was the way these students looked at her, and they were all so well behaved. If I had to describe the appearance of the classroom itself, I would say it had a look of “organized chaos”, meaning that everything seemed to have a place however there were so many materials that had been accumulated. The colorful, cheery room had various reference posters on the walls and students work displayed. The daily schedule was loosely outlined on the white board for the students to see, and weekly vocabulary words were displayed as well. Each of the thirty students had a pencil case on their desk, along with a folder filled with things they have been working on. I noticed that Ms. Mak often would encourage the children to work together on their class assignments, and most of the students seemed to have no aversion to this. Josh however, did have a bit of trouble with working with others for reasons that I will explain

The article I chose talks about motivation in the business world. As It goes in depth of ways to help employees by simply motivating them and how that could be the biggest difference of how they perform in their job. It also talks about the significance of understanding your employee as an individual and human being and what abilities work best for them. As opposed to just focusing on work related tasks and not understanding an employee’s mental approach. The way the article tries to explain it, is by emphasising on 6 factors. Which is communication, professionalism, management style, training, recognition, and fun. Each factor is thoroughly detailed and explains how to effectively use it to help the employee be more successful and how that will ultimately help with the business as a whole. As well touches on that being a good person is the main objective and everything comes after. As creating a friendly work environment where everyone feels included is the root of a successful company.

In the words of the late John F. Kennedy, “leadership and learning are indispensable to each other.” Through various leadership positions in organizations such as Shop with a Bulldawg and Delta Epsilon Psi I’ve learned in order to be an effective leader, one must be willing to interact with and learn from others. By bringing this mindset to KYCOM, my peers and I can mutually benefit from each other through a positive and motivated learning approach, which will help each KYCOM student flourish in the classroom. I am more than enthusiastic to be a part of the KYCOM community because I believe the education and devotion to primary and rural health care I will receive will be second to none. Through an enthusiastic learning approach and my power

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.

When I got there, I walked into the room and headed straight to a table at the back of the room. The table sat surrounded by bookshelves that were set up in a wide U shape that wrapped around the table. While I sitting I noticed the table had six chairs and the shelves were full of learning activity materials and other items that would lead one to believe the table was there for group activities and learning. There where top and bottom cupboards along the right wall with a counter with a student filing system. Along the left there were bottom cupboards with a fish tank on the counter. That was also lined with windows for allowing natural lighting in the room. In the from left corner the teachers desk sat at an angle to face the center of the class. The student’s desks were pushed together in four tables of four, and one table of five. The tables were all angled and staggered in a way that every student could see the front of the room. It was a great set up to create an interactive atmosphere among the students.

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

Fall 2011 Gender differences on Intrinsic Motivation in Hong Kong Higher Education Hon Keung Yau Man Shan Kan City University of Hong Kong Alison Lai Fong Cheng Abstract The purpose of this paper is to investigate if there are different levels of intrinsic motivation towards study, curiosity and external regulation among males and females. This study focuses are attained by conducting a survey (137 students) among a local university in Hong Kong. Results show that among all students, no matter males or females, their levels of intrinsic motivation towards study, curiosity and external are the same. Burger, Dahlgren, and MacDonald (2006) found that male have higher intrinsic motivation to gamble when compared with female. Another study