Task 1 - Classroom Management, Engagement and Motivation PDF

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Running head: Classroom Management, Engagement, and Motivation – C572 Task 1

Classroom Management, Engagement, and Motivation – C572 Task 1

Student ID: Western Governors University

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A. Disruptive Student Behavior Sarah, the student walking about the classroom is disruptive to not only herself but also me and the rest of her class. It is a distraction because I have to try to continue to teach and also maintain a watchful eye on not only Sarah but now several others as well. Not to mention making it hard for students who are trying to pay attention to what I’m teaching. The student is not only keeping herself from learning, but some of her peers are also following in her footsteps by wandering around the room. I have to constantly stop giving instruction to address the students wandering around the room. Due to this I usually run out of time to finish teaching the lesson, have to cut another lesson short, or not do an activity related to the lesson and that is not fair to me or to the rest of the class. Sarah’s behavior affects her own learning because she is not paying attention to what I am teaching and this causes her to fall behind which affects her grades. B. Possible Antecedent I think it is a possibility Sarah is walking around the classroom because she already knows the information being taught and is academically gifted. Sarah gets up and wanders around the classroom because she is bored and needs more in-depth academic stimulation to keep her interested. According to the scenario, Sarah is not portraying disruptive behavior, she’s just distracting some other students. C. Instructional Intervention I could meet with Sarah to figure out the cause of why she is not staying in her seat and is wandering around the room. The conversation with the student will be the starting point to the instructional intervention. At that point, I could provide her with work to support her academic needs if she is academically gifted or provide additional instructional support if she is one of the students who is struggling. Also, we can come up with a plan together to see what will help to

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keep her in her seat as much as possible. Once a plan is in place for Sarah then the other students who would follow in her footsteps should stop as well. D. Incorporate Technology: Teaching If Tasha were working in Math I could assign lessons on this website, www.zearn.org. She would then know if she is doing her work correctly because the lesson on the website will tell you whether or not you’ve got the right answer. However, if the answer happens to be wrong, then it will give you an option for a “boost” (it helps you work out a similar problem step by step). These lessons will help Tasha gain confidence in Math. This may help to reduce how much attention she feels she needs. I can reassign lessons if needed and I am able to see if she is struggling in a particular area. This will give me the ability to help other students who need it. E. Incorporate Technology: Learning I took a classroom inventory at the beginning of the school year to get to know my students. One of the questions was “What are your likes and dislikes?”. Another question was “How do you like to learn?” (Auditory, Visual, or Tactile/Kinesthetic). Once I noticed a pattern with Nancy I pulled the questionnaire she had filled out and looked it over. During independent reading time, I spoke with Nancy and we discussed ways that I can make the topics she dislikes more interesting. I can incorporate technology into learning by having lessons where she can use a digital camera to photograph various things to complete each task in the assignment. This technology will enhance learning because Nancy seems to enjoy photography as she is in an extracurricular club for photography. F. Incorporate Technology: Engagement I have discovered that Wilson is quiet in class. The topic of yesterday’s lesson, however, had him participating in class more than he usually does, which isn’t very often. He really

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enjoyed the topic and the way it was presented. I made up a “test” on Kahoot and let the class use their smartphones to record their answers. This type of assessment and use of technology for engagement will help me know if I need to reteach anything and also who is struggling with the material I have taught. The bonus is that the students love any opportunity to use their phones for learning. G. Incorporate Technology: Motivation Before incorporating any technology for motivation I need to meet with Joey. I will go over classroom expectations during our meeting and ask if he has any questions as to what is acceptable classroom behavior. I will then assertively explain to Joey that blurting out loudly is not acceptable classroom behavior and that he needs to raise his hand and wait to be called on. Also, if I am in the middle of teaching a lesson and Joey raises his hand, I can ask him if his question is about what I am currently teaching. If it is not, then he will have to wait and speak to me later at an appropriate time. Joey and I can make a goal chart together and when the chart is full he gets extra Chromebook time to do some science-related activities or games at www.funbrain.com. This technology will enhance motivation because he seems really interested in science since he attends a science camp....