I ran across this on youtube.  I really liked the message. It sort of harkens back to the topic of motivation I think. How do you motivate ? It’s like this song says…. “Teacher teacher can you teach me?”

She uses their names, she speaks as she should be spoken to (please/thank you/etc), and she inquires about things that matter to them (like pets) with interest.

2) What kind of limits does the teacher set for students behavior?

she responds immediatly and without humiliation. Instead of criticism she gives them encouragement. She points a child doing the right thing, which reinforces their good behavior and gives them positive attention, at the same time that she says, I know you can do it too, I’m counting on you. She lets them know she believes in them and that their behavior matters to her and they strive to please her not out of fear but to make her proud.

3) Does the teacher create an overall sense of community in her classroom? If you think she does give examples of specific strategies she uses. If you don’t think she does, justify your decision.

Yes, I believe she does. She has groups set up with animal names that makes it more personal than just group one, two, etc… When they come to the circle, the children sit close and respond to questions, they participate. They all know where they are supposeed to be and what they are supposed to be doing. They are not afraid to participate. They are not distracted by competeing for her attention because she never gives correction without reinforcing someone as well. They can be friends, participate together and be a part of things…. I highly approve of her tactics!

4) Do you see any behaviors to suggest that the students feel psychologuically “safe” in the classroom?

The students respond promptly, they sit close to the teacher, they do not act out, they feel safe in particpating and doing what  they know is expected.

Personally I like the motto. The students know what is expected of them without having something they can’t even understand hanging over their heads.

2. What do you think about his claim that most classrooms are based on fear? Is he right?

Yes to an extent… students are worried about what everyone else thinks…. teachers, peers, parents…. it either helps to keep them in line and on task or creates an insurmountable obstacle that they just throw their hands up at. I like that he encourages them to be level six thinkers and follow the rules because it is what they want to do.

3. He lists his year long objectives for the subjects he teaches. What is your reaction to these?

I had some awesome teachers… especially for my Gifted/ARCS classes… but I really wish that I had a had a teacher who emplemented a program like this… Setting up the class like an economic system with jobs, p[ay, rent, taxes…. wow. and every subject is clearly lined out and incorporated…. I really like it. This is definatly something I would try were I a teacher ( with the appropriate age group of course).

4. What do you think of his schedule of activities for each day?

Though it could be considered a little too intense maybe a little cut and dry… structured, if you will, I think it is awesome. I reminds me of some of my experiences in Gifted…. I definately always worked better with this sort of structure… It seems like you are incredibly restricted, however if you really look at it, you are just being pushed to achieve more…. which might seem unreasonable but you are, at the same time, being groomed to think for yourself, to want ity for yourself… you accomplish so much more and still get the challenge…. It works for me and it is certainly something i would try with my own students were I a teacher…. This would be admittedly easier and possibly more appropriate with an advanced/ gifted/magnet class. However, I also feel that kids who are not a part of these programs are often sold short and miss out on a lot of opprotunities that could prove to enhance their educational experience as well……

5.) He has a comment about homework at the end. Compare his opinionwith what Ormrod, your textbook author, says about homework. Who is right?

I think they both hold merit. Most homework ends up seeming like punishment and taking time away from being able to create your own experiences. However, never looking at the subject material except in class can be detremental to some children…. I think that it is a fine line…. one that every teacher would have to approach on a class by class basis. You have to find what works and promote it, not get stuck in a rut of what you do no matter what….

Just thought this was Cute!

The kids are actively participating and volunteering answers to the questions.

I think that this more sensational but could also be considered personal. The kids are interested because they are doing something hands on with their own environment (the classroom). It is a sensational new experience that they have not had before. It is not every day they are asked to complete such a task for their principle. Also it could be personal because there is a possibility that the findings will help to determine the carpeting of their class room. Once carpeting is layed, they may be able to say “hey we figured out the measurements for this rooms carpeting.”

The hands on activity. The fact that it has to do with their own class. The fact that it is a special project for the principle.

Personally I would have arranged to have the principle (or in a larger school possibly the principle’s secretary) come in and make the initial request of the class. Then I would go into the lesson. When we were done I would be sure to let the kids put together a report of their calculations to present to the principle.

The second video addresses the need for competence by relating the book to a modern issue. This helps the students to feel that they understand what is going on and makes them more confident in participating. They are able to break it down as the teacher guides them.

In the first video the need for self-determination is tackled by allowing the students to to work on their own and make their own decisions in order to discover answers. They are in control over how to work and what they prefer.

The second video adresses the need for self-determination through use of personal logs as the students record answers. This allows students to think on their own and delve deeper.

In the first video the need for relatedness is achieved through the teacher presenting the lesson with candy as well as having the students help each other. Accordingly the students were seated in groups that promoted this.

The second video had the students to get into groups to work together to share answers given by the teacher. They can relate what occured in the book to situations faced today.

To ehance the students motivation I would try to do the same thing in a variety of ways and try to make it more personal and in the case of the book maybe somehow moreso hands on. I recall in a highschool honors english class that I had when we read a work we were allowed to choose individual projects to express the level of understanding we had. I remember having to write and record a song based on the opening scene of Hamlet. I’ll never forget three witches around a witches brew and how they mettled in the lives of mortals…. all because I was allowed to present a project in a way that was unique to me.