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ways of managing diversity in the classroom
reflection about teaching practice
ways of managing diversity in the classroom
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While observing I realized the importance 's of planning and how much work goes into planning. In Laramie, all of the elementary schools follow an organized math program, each school has their own SMART goals that they need to meet. I attended a couple of PLC meetings and during these hour long meeting the teachers were being rushed to prepare information based assessments that they had given their students. They would split up their students into different groups, these groups were called TI groups, which TI stands fro Targeted Instruction. Planning is another crucial factor when that teachers need to remember and not procrastinate. Students will not give you the time to organize a lesson, and make changes to a lesson. Students are active and ready to learn the minute they come into the classroom. Teachers need to explicitly state expectations and be over prepared. In both …show more content…
Drafts can always be improved and always changed. While being in a classroom, I realized that teachers need to be flexible and make sure students continue to learn and grow. Through observing and analyzing my teaching experience I know where I need to focus my attention so I can continue to grow as a teacher. Teachers have the difficult task of juggling multiple jobs and making sure multiple people are happy at the same time. During this time we also have to be concerned about objectives, standards, student diversity, and feedback to students. After thinking about all these different teaching tasks, the teacher needs to reflect and think about how to make their lesson more successful. After this experience my intrinsic motivation has increased a ton, I know that my teaching experiences were not perfect and there were many things that could have been improved. As an individual I am excited to further my teaching knowledge and experience and make changing to make the best learning environment for the
We as educators must always plan, create, update information, learn new things, observe other teachers, meeting the student where they are. If we don’t take the time out to teach them they will never know. Giving back to our students what was giving to us. The Bible tells us in Deuteronomy 11:19-20 says ”And ye shall teach them your children, speaking of them when thou sittest in thine house, and when thou walkest by the way, when thou liest down, and thou risest up”www.biblegateway.com. It’s our duty to teach them everything we know. Even when they don’t want to learn it. We must teach even when we don’t feel like it. They must know. God will hold us accountable for what we have not given them. Our lesson plans must be in order to get them to work, learn and come away with an understanding and skills they need in life to make it. To give our students what they need to go to the next phase or level in their life. We are part of the puzzle. We are the one piece they need to move ahead. Teaching them how to problem solve. “Teachers should provide opportunities for students to be successful in completing tasks they value and see as challenging. Teachers who are intentional about involving students in goal setting and self-assessments will enhance student’s motivation to learn” (McCullough, 2008). We they learn this they will become independent. It’s like reaching their goals and objectives when they get it
“Motivation is the will and desire that a person has to engage in a particular behaviour or perform a particular task” (Lawley & King, P269). In life motivation will be needed to enhance the workforce in various ways, many organisations will use motivation to increase the percentage yield of an individual or to make an individual feel a part of the business or organisation. Incentives have a huge influence on behaviourist & extrinsic approach. In addition other aspects; humanist theorist, intrinsic approach, Taylorism and Fordism have a part in perception of motivation.
The author believes that goals and desires require an individual to be motivated to move from one state of being to the next. This motivation encompasses the emotional, cognitive, social, and biological drives that trigger behavior (Maslow, 1943). Accordingly, the word motivation befalls the frequently used description of why an individual achieves a goal, and the term motivation originates from the Latin root movere, which means “to move.” Therefore, motivation stands as the state that “moves” an individual to act in a particular way. For instance, when one is lying on the beach on a warm summer day and begins to feel hot, the physical need to cool down might cause one to stand up, go to the water for a dip. If the heat remains too over-bearing,
Motivation is an internal process that makes a person move toward a goal, the dynamic of behavior. Do not be fooled though, people can be motivated by external incentives as well. First, a person experiences a need that energizes behavior called drive. A response is then activated that leads a person to their goal. According to Coon and Mitterer (2016) motives can be divided into three categories, biological, stimulus, and learned motives.
The planning in PLC’s contributes to providing a structured framework that includes reflections and evaluations. Furthermore, the PLC meetings builds a culture that supports collaboration and helps to develop shared beliefs. For instance, teachers at my school have one day a month to go into another teacher’s room to observe or demonstrate a new activity that they had plan together. In addition, teachers use questioning or exit slips to see if the lesson or activity as produce the desired learning (Collaborative Planning, 2016). Teachers can be the students by role playing. During the PLC’s, the teachers can model behaviors, how to anticipate how the content writing based instruction with students because teachers are acting like the students in the PLC. Doing this helps teachers to see why students are not motivated to write and then figure out together as a team to incorporate cooperative interaction between faculty and students. The teachers work together as if they are the students. Next, the teachers take the new information or lesson and model and use it with students in the classroom and allowing others teachers to come in and observe. Afterwards, we will debrief with each other and see what worked and what did not. The meetings are important just as an actual observation. Also, after the debriefings, a writing coach work with teachers in a day-long. Today good teachers are in classrooms, but to be a great educator, one needs to be able to study, be reflective, practice and lots of hard work. Professional learning communities are only one method for teachers to gain knowledge. It is necessarily important that teachers have high-quality PLC’s because it not only for teachers but students as well. By engaging faculty and students in active learning, allows everyone to have a stake in the education. Sometimes it is not just working
It is the study of human motivation and personality. The concept explores the meta-theory for analyzing motivational studies. In this case, scholars narrow down to the two sources of motivation, that is; intrinsic and extrinsic. It then explains the two cases and their role in social development and individual differences. The founders, Edward Deci and Richard, focused on how cultural and social factors can affect individuals’ sense of initiative and volition (Ryan & Deci, 2000, p. 770). They advocate the use of one’s experience of relatedness, competence, and autonomy to explain the various forms of motivation, for example, creativity, enhanced performance, and persistence. Self-determination theory proposes that the extent to which the identified
The essential aspects of a self-directed learner are someone who is fully engaged in the learning process and takes it upon themselves to demonstrate their interest in learning. They also tend to be concious of the deadlines and in control of their time management. “Even when learning is enjoyable (which, for the successful self-directed learner, it usually is), it often requires discipline. The self-directed learner knows (or learns!) how to develop and maintain discipline. (Cobb, 2017) Those that are intrinsic motivated share some of the same characteristics as the self-directed learner in the aspects of being genuinely interested in learning without having to get the external motivation to do so. Intrinsic motivation is defined as the doing
The goal for educating students is still constantly want to improve curriculum, school standards, and teaching styles to teach students effectively. Even though I only observed and taught for a completion of eight hours, I realized as a teacher that I have to be open to change and have the student’s education as the number one priority when teaching. Being in a real classroom really opened my eyes to just how these students are wanting and willing to learn. As a teacher, it is my job to follow the state and district standards to provide the best education for my students just like how I followed the lesson plans for my Junior Teacher lessons. I had an objective for each lesson and by the end of the lesson I made sure the objective was met. I even asked the students what they learned and they were able to say exactly what they learned which was the
‘Motivation’ the term is derived from the Latin word ’emover’ which implies ‘to move’. It is the act of stimulating someone or oneself to get a desired course of action and provides answer to certain basic questions such as: Why and how people work and what determines the direction of their actions? Motivation and Inspiration often go hand in hand. One can be either internally motivated towards achieving a particular goal or need an inspiration for the same. However it’s the underlying needs that determine one’s actions and thus goals. The basic problem is to identify what makes people to move or act; what drives, motivates them. The motivation to fulfill Self-Actualization goals come only after the physiological needs are satisfied. Therefore
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
People go to work for many different reasons: because they are board, or need to help support a family in this day in age it takes 2 incomes to support a family and keep a home in running order with the cost of everything going up. There are many different types of ways to motivate people, because different people get motivated in different ways not just one thing will work on everyone. There are two types of motivations intrinsic and extrinsic. Intrinsic is where if you stay over at work to help out because you enjoy the work, Extrinsic is I hurry threw my work as so to get out early so I can go shopping, the reward shopping. Green River employees are motivated by higher rates of pay and benefits, Aberdeen’s are motivated by extra days off, or self accomplishment. Aberdeen’s reward structure is different all employees are referred to and treated as technicians all paid overtime for anything over 40 hours per week. Working in group atmosphere at Green River will work with a steady time line. The employees may first object because most people do not like change but it will make their jobs easier and more efficient for FMC. The employees at Green River employees will have to trust the leadership of managers to work thru it. At Aberdeen there is more trust employees are allowed to do their jobs with complete trust and confidence, unlike at Green River where there is fear they only do what they are told and show no creativity on fear of getting in trouble. In 1910 a term was coined as Scientific Management to describe the system of industrial management created and promoted by Frederick W. Taylor (1856-1915) and his followers. Scientific management, the set of principles and practices stressing job simplification and specialization, was developed by Taylor to increase the performance of individual employees. While some disadvantages of designing jobs according to the principles of scientific management became apparent, many problems stemmed from the fact that employees are intelligent human beings who could think of things on their own accord and have the capacity to be intrinsically as well as extrinsically motivated and who also like to have control over their work. Job enlargement & enrichment focus on expanding the simple jobs created by scientific management. The job itself has five dimensions of motivating potential (according to Hackman and Oldman 1975).
The world’s ability to prosper is directly affected by the people that inhabit it. Humans have always been curious. This curiosity has lead to some of the greatest discoveries in human history. Along with curiosity came the desire to learn, this desire to learn has led to the creation of schools. It is within these schools and other places of learning that the key to humanity thriving lies: in education and curiosity.
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
In daily life, we need motivation to improve our performance in our job or in studies. Motivation is an internal force, dependent on the needs that drive a person to achieve. In the other words, motivation is a consequence of expectations of the future while satisfaction is a consequence of past events (Carr, 2005). We need to give reward to our self when we did correctly or we has achieve our target. Reward is something that we are given because we have behaved well, worked hard, or provided a service to the community. Theories of motivation can be used to explain the behavior and attitude of employees (Rowley, 1996; Weaver, 1998). The theories include content theories, based on assumptions that people have individual needs, which motivate their action. Meanwhile according to Robbins (2001), motivation is a needs-satisfying process, which means that when a person's needs are satisfied by certain factors, the person will exert superior effort toward attaining organizational goals. Schulze and Steyn (2003) affirmed that in order to understand people’s behavior at work, managers or supervisors must be aware of the concept of needs or motives which will help “move” their employees to act.Theories such as Maslow (1954), McClelland (1961), Herzberg (1966) and Alderfer (1969) are renowned for their works in this field. The intrinsic reward or also be known as motivators factors is the part of Herzberg motivation theory. Motivators are involve factors built into the job or the studies itself such as achievement, recognition, responsibility and advancement. Hygiene factors are extrinsic to the job such as interpersonal relationship, salary, supervision and company policy (Herzberg, 1966. There have two factors that are called hygiene fac...
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should