Beliefs Reflection
Motivation is one of the biggest things when it comes to education today. Every student can be motivated one way or another to learn. Not all students are motivated the same so as an educator I need to keep that in mind. Motivation is important because it helps students become interested in what is going on in the class room and in the course work. When a student is motivated it also may have the student participate in more challenging opportunities and try to earn higher bench marks. Motivation I feel is one of the biggest things as an educator I can do for the students because if they are motivated they are trying at their full potential. Motivation can have some negative outcomes as well. Motivation can be a crutch for the student. What I mean by this is that the student may not want to do anything without a reason too. Or the student may not want to do anything without a reward. Personal beliefs with motivation interact by determining how you are going to motivate your students. Are you going to motivate them through bribing them? Or are you going to motivate them through making things in to a contest. So no matter how you motivate your students it can be a good thing to use if you use it correctly.
Throughout my time observing I have noticed many forms of formative assessment and checking for understanding. The simple one done and used is just simple observations. I watched this and how she watching the students and gave simple clues to when they were doing the task right or wrong. Such as great job, look again, and you are on the right track. Mrs. Franzmeier also used exit questions. What this is the students have to answer the question right before they could leave math for recess. Finally the other ...
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...chance to see how they are executed and see if they work or not. Also reflecting on what the teacher did is important because it really makes you think critically about what they did and what they didn’t do. This makes it more meaningful to you. During my self- reflection it makes me more motivated to succeed because I see what I am doing right it makes me feel really good about myself. Also if I struggle with something or fail at it I become competitive and want to better myself. Yes at times it can become frustrating but it is only going to better you. I would tell others when they go into the classroom make sure you are walking around see how the students are responding to the teacher. Don’t just sit in the corner and do nothing it will make you hate your time. The more involved you are now makes student teaching or later practicums easier and more meaningful.
In the three stories, “The Jilting of Granny Weatherall,” “A Good Man is Hard to Find,” “A Worn Path,” all three women have a petulant nature of some kind and yet still are able to find grace. Only one of these women, Phoenix Jackson, from “A Worn Path,” possesses true grace before her death. Both Granny and the Grandmother are in their final moments when the reader believes that they have been given a chance at accepting grace, and even then it is not cut and dry in Granny's case.
In the essay, “Move over Boys, Make Room in the Crease,” the author, Sarah Maratta, explains the bias against women’s involvement in sports. Maratta states the claim that women should be treated as equal in their aspirations to be involved in sports. Maratta grew up her entire life loving sports; in particular, she was quite fond of hockey. In this essay, we find out that not only does she have a passion for the icy and mostly Canadian sport, but that she has a desire to see women treated fairly in all aspects of the sporting world. While discussing the flaws and ill-treatments of women in the sports industry and society, she conveys a sense of urgency in making sports completely unbiased toward gender and about the true love of the games.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
People do not like to believe they are puppets on strings, as free will is more fun, exciting and empowering. But sadly it does not matter what people think, for their futures have already been decided. Especially if you are a hero, chances are, your destiny has already been made. As dramatic and mystical as it may sound, but fate overpowers free will. No matter what route one takes, and what type of extreme measure a person is willing to go through, if it is ones destiny to achieve something or lose something or do something, they will do it. However, free will does have a role to play.
Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he has to be motivated by the desire to see his students come out tops at the end of term or year. Being passionate and interested in a particular thing is also a big motivator to pursue the same to completion. In other words, motivation is mostly an intrinsic quality within a person that persuades him/her to focus on a certain thing over and above another thing. Even though motivation is in its most natural intrinsic, it can also be acquired and encouraged through learning how to set achievable goals and persistently pursuing them. Interest in a certain task or goal gives an individual the drive, persistence, right level of involvement and focus, which are all characteristics of motivation (Psychyl, 2008). Motivation towards a specific task is also determined by values of the person and the person’s perception of the particular issue. There are mainly two types of motivation; intrinsic motivation which is basically self-motivation based on interest and belief in a certain task or doing an activity...
Formative Assessment is used in any classroom to check students understanding of a topic. The type of formative assessment used in each classroom is different, depending on the teacher and the student’s needs. Teachers should incorporate a variety of formative assessments to truly see if students are learning. Dixson and Worrell describe formative assessment as gathering data to improve student learning. They are correct but teachers also need to provide students with feedback. Feedback gives students a better idea of what concepts they need to work on in class. There are many ways to integrate formative assessment and feedback into the classroom.
Interviews are used frequently in a variety of different professions. In order to gain information about clients and the problems they are dealing with, communication is necessary. In social work, interviews are a vital aspect to the planned change process. By sitting down and talking with clients, the social worker can learn key facts that otherwise wouldn’t be readily available in the client’s file. The purpose of interviews is to exchange information with the hopes of solving the client’s problem and promoting growth. Interviews also are useful in planning strategies or actions aimed at improving the quality of life for the client after their involvement with the social worker. So while there may be other ways for social workers to gather information, interviews are the easiest and most effective way to engage with their clients. Being able to self-reflect is a very crucial skill to have as a social worker. By being aware of one’s own thoughts, feelings, attitudes, and beliefs, the ability to help clients and empathize with them will increase. A process recording is one way for a social worker to be self-reflective. For me, it really helped me to watch and hear myself on video and pinpoint the places I need to improve on. By continuously self-reflecting, it will help me, as well as any social worker, advance my ability to work with clients. The interview process and self-reflection are two aspects of social work that are essential to the work they do. Alton is having problems with his landlord, Rena, and is afraid he is going to get evicted because of it. He came to the Community Mental Health Clinic because he wanted Rena to change her behavior and was interested in filing a human rights complaint against her. After the interv...
The purpose of formative assessment is to monitor where students are in their learning, what they need to learn next and which teaching strategies in future (Hodgson, 2010). Formative assessment takes place over a period of time and occurs while students are learning (Raban, 2010). There are many types of formative assessment that can be used, questioning, observation, checklists, brainstorming and card sorting (DET, n.d.). Questioning and observation were formative assessment strategies used throughout the explore and explain lessons. Questioning is an important strategy in eliciting students understanding of a topic, it is also a valuable tool that can be used to provide guidance, feedback and if higher order questions are used engage and motivate students (Overall & Sangster, 2006). It allows the teacher to provide feedback that is timely, individual, and effective which will lead to improved learning and performance (DET, n.d.). Observation is an important assessment strategy as it allows teachers to assess a diverse range of evidence (Maxwell, 2001). Observation also has the advantage of being able to assess students while they are naturally engaged in the learning, it is not external to or separate to the learning (Maxwell,
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
(Lumsden, 1994). Students use motivation in the classroom to stimulate their learning capabilities. “ Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them.” (Gross Davis 1993). To properly motivate one must understand a student’s behaviors. Behaviors that include the logical and illogical, the rational and irrational (Ames, 1984).
\\Motivation is a way to get somebody to complete something that they might not aspire to execute on his or her own. Teachers have been using different forms of motivation in the classroom for centuries. It has not always been positive motivation, yet it has always been there. My mother has told me stories of when she was in school in the 40’s and 50’s the nuns at her catholic schools would smack her hands with rulers if she was not holding her pencil correctly. They would also use the same rulers to smack the students’ buttocks, when they were misbehaving. When I was in school our motivation to perform satisfactory in the class was to get decent grades. There were also times when students would be sent to the principal for issues and afterwards
It also exposes the areas in my teaching that need to be improved. After each day or lesson, it is essential to look back and think about what was effective and what was not effective during a lesson. I will use a daily diary or log to write my reflections. I will also ask my students to help me analyze my teaching and lessons through verbal conversations and written surveys. This will not only help me, but it will also get the students involved in making decisions about their learning. One of the best ways to evaluate my teaching is to look at the grades of students’ work and tests. If the majority of the class is failing, then it is time to talk to students, consult with coworkers, and take a different
Motivation: Majority of young learners have no idea why they go to school. Some learn because their parents said so while others come to class just because their friend also comes. This makes them have no motivation of concentrating and wanting to learn more. Hence as a teacher it is important to keep on emphasizing on the importance of learning to the young learners.
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