1 Running Head: OBERSERVATION TWO Standard # 6: Assessment The teacher understands and uses multiple methods of assessment to engage

learners in their own growth, to monitor learner progress, and to guide the teachers and learners decision making. Name of Artifact: Observation Two Date: March 2011 Course: EDUC 250: Educational Psychology Brief Description: This was a two week observation in which we had to observe motivational techniques in our service learning classroom and attempt to determine how the techniques impact student participation and learning. Rationale: To document my understanding of Standard 6 Assessment, I have selected to include my second classroom observation because it demonstrates my understanding of how student performance is based on how teachers interact with individual students in order to motivate them to learn.

2 OBSERVATION TWO

Observation Two Rita Mitchell Ivy Tech Community College- Central Indiana

3 OBSERVATION TWO Observation Two I would define motivation as the enthusiasm or commitment behind someone acting in a particular manner. Anita Woolfolk defines motivation as an internal state that arouses, directs, and maintains behavior. (Woolfolk, p.376, 2010) Motivation is divided between intrinsic or extrinsic motivation. (Woolfolk, p.377, 2010) Intrinsic motivation is the natural tendency to seek out and conquer challenges as we pursue personal interests and exercise capabilities. (Woolfolk, p.377, 2010) With intrinsic motivation one does not need incentives or punishments because the activity itself is satisfying and rewarding. (Woolfolk, p.377, 2010) Extrinsic motivation is based on factors not related to the activity but created by external factors such as rewards and punishments. (Woolfolk, p.377, 2010) With extrinsic motivation we care only about what our actions will gain us. (Woolfolk, p.377, 2010) Motivation is greatly determined by how students needs are met. Abraham Maslows Hierarchy of Needs communicates how deficit needs (food, shelter, safety, belonging and selfesteem) must be met before higher being needs (intellectual achievement, aesthetic appreciation, and self actualization) can be addressed. (Woolfolk, p.380, 2010) Maslows theory shows the importance of looking at the students physical, emotional, and intellectual needs which are all interrelated. (Woolfolk, p.381, 2010) Another theory to keep in mind is Edward Deci and Richard Ryans Theory of Self Determination. (Woolfolk, p.381, 2010) This theory suggests that we all need to feel competent and capable in our interactions in the world. (Woolfolk, p.381, 2010) It highlights the fact that people need to have some choices and a sense of control over our lives and be connected to others. (Woolfolk, p.381, 2010) When teachers and parents are responsive and demonstrate that they care about the childs interests and well-being then children will have high intrinsic motivation. (Woolfolk, p.383, 2010) If the previous needs are meet then

4 OBSERVATION TWO the better the chances of students succeeding in a classroom setting. The students role in being motivated is the results that come after. Students should be encouraged to make their own decisions, plan their own goals, and to be held accountable for choices they make. The goal of this type of structure is for students to achieve more in depth knowledge about who they are and what is the meaning behind the things they choose to do and learn. Students are only going to be engaged and open to do things they want to do. No teacher or parent can force knowledge into a childs head; it will simply go in one ear and out the other. The classroom I am currently working with has numerous challenges with the greatest being motivation. In this second grade class there are children with learning disabilities, language barriers, advanced thinkers, and behavioral discrepancies. Individual and group incentives are being utilized but these approaches often fail to motivate certain students. From weeks of observing I believe that many of the students crave individual attention from their teacher but are disheartened when they are unable to get that attention. Some students lack parental nurturing and often seek affection and guidance from staff members and peers at the school. I know this class would benefit from programs similar to Big Brother Big Sister. Having mentors step in to support and model positive interactions would greatly help students who have less parental involvement. I believe that if these students are held accountable, shown love and are generally cared for by someone older than themselves, they would be more motivated to learn and take charge of their education and other opportunities. (i.e. art, music, sports, etc.) During one observation students were asked to work along with their teacher to recall assigned spelling words while categorized the words by phonic sounds which were then written on the white board. First the teacher drew a chart on the board and then asked students to tell her what the current phonic sounds were from their spelling list. After calling on a few students the

5 OBSERVATION TWO correct sounds were given and written done on the board. She then asked for students to give her words that went into the different categories. As the students anxiously gave her correct answers to the chart, she used verbal motivation words like, Good Job, Very Good, and Awesome to recognize the students effort and difficulty for figuring out the words. The second part of the activity was to get out their activity books and work on certain page numbers that coincided with the lesson on the board. One student raised their hand to let the teacher know that they could not locate their workbook. The teacher sighed in dismay and told the student that they would have to miss out on the assignment and take a zero. Another zero, the student shouted out. They began to cry and asked the teacher if they could be given another workbook. The teacher shook her head and said, No you need to learn to be more responsible. For the rest of the time I was there the student did not participate or work on any other subjects that they would have been prepared for. I was discouraged by the way this situation was handled but then again I do not know how many workbooks the teacher has already had to replace for this student. I understand that the teacher cannot use an ample amount of time dedicated to one of twenty-six students but I wish this situation would have been handled differently. I would have liked to see the teacher assign the student an alternative assignment that would have to be completed for a grade. In my future classroom I can see myself using a few methods my service learning teacher used for motivation. I will use the verbal cues and group incentives like pizza parties et cetera for students in my classroom. One incentive that I would like to use is to allow students to earn field trips from a list of approved locations that the class may vote on for us visit. I will also have students keep a portfolio of work done throughout the year so that students and parents can visually see improvements that have been made. I will also continue to educate myself by attending seminars and reading materials from professionals in my field. I have rented and

6 OBSERVATION TWO bought publications like Teach Like Your Hair Is On Fire by Rafe Esquith and The Firsts Days of School: How to be an Effective Teacher by Harry and Rosemary Wong. These two books look at a number of methods to handle classroom management and how to be successful at reaching children of all skill levels and backgrounds as a beginning teacher. In the years to come I wish to access a wealth of knowledge from colleagues and through my own education. I will dedicate myself to my students and work to motivate them to be life-long learners.

7 OBSERVATION TWO Resources Esquith, R. (2007) .Teach Like Your Hairs On Fire: The Methods and Madness Inside Room 56. New York, NY: Penguin Group Inc. Wong, H. K., & Wong, R. T. (1998). The First Days of School. Moutain View, CA: Harry K. Wong Publications, Inc. Woolfolk, A. (2010). Educational Psychology. (11th ed.). Upper Saddle River, NJ, Columbus, OH: Merrill / Pearson.