Task 2- Classroom Vignettes PDF

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CLASSROOM MANAGEMENT, ENGAGEMENT, & MOTIVATION Competency 642.1.2: Self-Awareness, Self-Management, SelfEfficacy, and Self-Esteem - The graduate analyzes classroom management strategies and approaches that promote student selfawareness, self-management, self-efficacy, and self-esteem. Competency 642.1.7: Best Practices to Encourage Interaction, Motivation, and Engagement - The graduate evaluates best practices that encourage positive social interaction, self-motivation, and active engagement in learning environments. Task 2: Classroom Vignettes

Introduction:

For this task, you will reference two vignettes when addressing classroom management strategies and best practices that promote selfawareness, self-management, self-efficacy, self-esteem, positive social interaction, self-motivation, and active engagement in learning environments.

Scenario:

Vignette 1 Problem 1: Mr. Fowler is having difficulties with his student Sasha in the classroom. Mr. Fowler observes Sasha being off task regularly, and she often appears bored during instructional time. Sasha has lower cognitive abilities in most academic subjects. Sasha’s assignments

rarely are completed, and she habitually leaves her supplies in the classroom. When Sasha does turn in an assignment, Mr. Fowler usually finds doodling on her paperwork. Sasha also has poor social skills and does not seem to have many friends. Mr. Fowler regularly finds Sasha by herself in an isolated area during his class’s independent free time.

Response 1: Mr. Fowler has met with Sasha’s parents on several occasions. He has positioned Sasha’s desk near his work station, often directing her to stay on task. Mr. Fowler has been sending emails to Sasha’s parents when her assignments are not completed, and recently, he has decided to let her post her drawings in the classroom to share with her peers after she completes and turns in an assignment.

Vignette 2 Problem 2: Mrs. Holt is concerned about her student Eric. Although he is an above-average student and a gifted writer, Eric often creates a hostile environment in her classroom. Eric is extremely bossy and is frequently heard arguing with other students. Generally, he rushes through his independent and group work, making numerous careless mistakes. Once his work is complete, Eric then bothers other students while they are trying to complete their assignments. Mrs. Holt wonders if Eric’s home life is affecting him at school. She knows that his parents

travel a lot on business, leaving Eric with neighbors or other relatives on a regular basis.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

For parts A through D, read Vignette 1 and Mr. Fowler’s interactions with his student, Sasha. Summarize whether or not Mr. Fowler is currently promoting the topics within each prompt.

A. Summarize whether or not Mr. Fowler is promoting student selfawareness while interacting with Sasha, referencing evidence from Vignette 1. Self-awareness is the conscious knowledge of one's own character, feelings, motives, and desires. Mr. Fowler is promoting self-awareness when he interacts with Sasha. Mr. Fowler realizes that Sasha likes and enjoys doodling more than doing homework. He allows Sasha to post her drawings when she completes assignments to allow her to show off to her peers what she is good at. Mr. Fowler is allowing Sasha to realize she can do her homework and do her drawings and doesn’t have to give up one to do the other.

B. Summarize whether or not Mr. Fowler is promoting student selfmanagement while interacting with Sasha, referencing evidence from Vignette 1. Self-management is the taking of responsibility for one's own behavior and well-being. Mr. Fowler is not promoting self-management when he interacts with Sasha. Instead of Mr. Fowler talking to Sasha about turning in her assignments and doing her homework, he is going straight to her parents and leaving her parents with the responsibility to tell Sasha she needs to do her assignments. Mr. Fowler is also sitting Sasha near his desk to remind her to stay on task instead of trusting that she will stay on task without

reminders. Moving Sasha’s desk near his does not provide her the opportunity to manage herself without verbal reminders.

C. Summarize whether or not Mr. Fowler is promoting student selfefficacy while interacting with Sasha, referencing evidence from Vignette 1. Self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. Mr. Fowler is not promoting self-efficacy when interacting with Sasha. When Mr. Fowler moves Sasha’s desk near his to remind her to stay on track when completing assignments, he is taking away that opportunity for Sasha to motivate herself and believe in herself to stay on task.

D. Summarize whether or not Mr. Fowler is promoting student selfesteem while interacting with Sasha, referencing evidence from Vignette 1. Self-esteem is confidence in one's own worth or abilities. Mr. Fowler is promoting self-esteem when interacting with Sasha. Mr. Fowler rewards Sasha for doing her assignments by posting her drawings and doodles throughout the classroom for her peers to see. This gives Sasha confidence in her drawings, if they are being shown off for everyone to see.

For parts E through G, read Vignette 2 and provide strategies that Mrs. Holt could implement to encourage the topics within each prompt. E. Provide a strategy that Mrs. Holt could implement to encourage positive social interaction , referencing evidence from Vignette 2 to support the use of the strategy. A strategy Mrs. Holt could implement in encourage positive social interaction is to pair Eric with students that typically have positive social interactions with other students. If Eric tries to bother these other students, the other students could show him that they can’t be bothered. “Being near more socially competent children can both increase positive interaction and reduce problem behaviors” according to Bovey and Strain in their article “Using Environmental Strategies to Promote Positive Social Interactions”.

F. Provide a strategy that Mrs. Holt could implement to encourage self-motivation, referencing evidence from Vignette 2 to support the use of the strategy. A strategy Mrs. Holt could implement to encourage self-motivation, is to give Eric choices when choosing assignments. Mrs. Holt could choose two or three equal weighted versions of the same assignment and give Eric the choice to choose which version of the assignment he wants to

complete. This could make Eric feel as if it was his choice to complete the assignment and might make him enjoy the assignment a little more, and hopefully slow down and make the work more meaningful when completing the assignment. Choices make children feel like they are in control and can change their attitude they have towards a particular activity (Ferlazzo, 2015).

G. Provide a strategy that Mrs. Holt could implement to encourage active engagement , referencing evidence from Vignette 2 to support the use of the strategy. A strategy Mrs. Holt could implement to encourage active engagement is to challenge Eric in his assignments. According to Maryellen Weimer, PhD “Easy learning activities and assignments are not as effective at engaging students as activities and assignments that challenge them. When students are reflecting, questioning, conjecturing, evaluating, and making connections between ideas, they are engaged” (Weimer, PhD, 2012). Eric is an above average student and needs assignments that reflect his intelligence and challenges him to learn more. An example of a challenging assignment for Eric could be adapting the class’ assignment of writing a fictional paragraph based off of a book they recently read, to having Eric write a fictional story that he bases off of a personal experience.

H. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

Bovey, T., & Strain, P. (n.d.). Using Environmental Strategies to Promote Positive Social Interactions. Retrieved April 18, 2018, from http://csefel.vanderbilt.edu/briefs/wwb6.pdf Ferlazzo, L. (2015, September 14). Strategies for Helping Students Motivate Themselves. Retrieved April 18, 2018, from https://www.edutopia.org/blog/strategies-helping-studentsmotivate-themselves-larry-ferlazzo Weimer, PhD, M. (2012, July 26). 10 Ways to Promote Student Engagement. Retrieved April 18, 2018, from https://www.facultyfocus.com/articles/effective-teachingstrategies/10-ways-to-promote-student-engagement/

I. Demonstrate professional communication in the content and presentation of your submission....