3.1: Discussion: Analysis of Classroom Scenarios: Part 1

The following are some fairly typical cases of student behavior (or misbehavior) that you will likely experience this year, or in your own classroom next year. Given your experience, and the information and readings you’ve been exposed to in this section of the module, how do you think you might approach one of these scenarios?

Your post should be thoughtful and substantial. Pick one case and answer within 3 paragraphs or so, APA format.

CASE 1: You have a new student in your class who is almost constantly cracking jokes — just loud enough so that other students can hear him and will laugh.

CASE 2: You have a student who falls asleep during your class.

CASE 3: You have a student who appears to be verbally threatening/ intimidating another student in your class.

CASE 4: You have a student who shows complete disregard for your requests that she sit quietly and work on an individual project. She is constantly out of her seat and talking with other students.

CASE 5: You have a student who talks back to you whenever you give him a direction to get him back on task. Today he said “you’re not the boss of me, so I don’t have to listen to anything you say.”

3.1: Discussion: Analysis of Classroom Scenarios: Part 2

Respond to four of your peers with suggestions for addressing the problem. Attached in document below. Around a paragraph for each student.

3.3: Discussion: Motivation Case Study: Part 1

Base your response on the readings from the following case study Safe Sally and respond to the prompts:

1) identify this student’s primary motivational issue and
2) develop a strategy or strategies that you think would address their primary issue that integrates your knowledge of motivation theory or best practices where appropriate.

Around 3 paragraphs APA format

3.3: Discussion: Motivation Case Study: Part 2

3) Comment on your peers’ responses

Around 1 paragraph per student. Only 2 students…attached in word document.

Extra Resources from Unit.

Classroom Management Strategies

What are some strategies for getting to know your students?

When should you try to get to know your new students? Do you send out a letter over the summer vacation? Do you spend the first class doing an ice breaker? Do you have students fill out information sheets during the first day that ask about their interests, hopes, and learning styles? These are all questions that you will need to think about as you begin the school year. Although this year you will be working with a critic teacher, and likely following his or her lead, next year you will have your own classroom. In this module I’d like to share some ideas for ice breakers that you may or may not want to use in your own classroom. And I’d also like to ask you to share with each other strategies or ideas you have about getting to know your students and their families.

Different approaches to classroom management

Orlich et al,- External Management Strategies p. 328

Positive Behavior Intervention and Supports- PBIS

Desist Strategies

Assertive Discipline

Behavior Modification

Reactive vs. Proactive Discipline

Reactive Discipline

1) Giving in school suspensions

2) Sending misbehaving students to the office

3) Contacting parents

4) Using a check or demerit system

5) Taking away privileges

Proactive Discipline

1) Emphasizing rules at the start of the year

2) Planning for smooth transitions

3) Paying attention to the entire class (continuously scanning)

4) Giving clear and concise instructions

5) Carefully designing the classroom environment

6) Organizing activities in advance

Positive Behavioral Interventions and Supports

Your school may be using School Wide Positive Behavioral Supports (SWPBIS) and Interventions as a means of developing and maintaining and healthy and consistent school environment. www.pbis.org

Including Motivational Strategies in Your Lesson Plans

Stimulating Your Students’ Motivation to Learn

Motivation to learn: a student’s tendency to find academic activities meaningful and worthwhile and to try to get the intended learning benefits from them. Motivation is primarily a COGNITIVE activity. A student a) attempts to make sense of the activity b) understand it c) master the skills it promotes

HOW CAN TEACHERS CREATE A CLASSROOM LEARNING ENVIRONMENT WHICH PROMOTES A MOTIVATION TO LEARN?

1) MODEL YOUR OWN MOTIVATION TO LEARN

2) COMMUNICATE DESIRABLE EXPECTATIONS AND ATTRIBUTIONS (e.g., treat students as though they are already eager learners)

3) MINIMIZE PERFORMANCE ANXIETY

4) BE ENTHUSIASTIC

STRATEGIES FOR INDUCING MOTIVATION TO LEARN

Using the following model as a guide, look at a lesson you have already created and see if you have the elements below included. If not, add these to your lesson plan.

Motivational Strategies	How will this be part of the lesson plan?
a) Induce curiosity or suspense
b) Induce dissonance or cognitive conflict
c) Make abstract content more personal, concrete, or familiar
d) Induce Task Interest or Appreciation
e) Induce students to generate their own motivation to learn