Teaching of Spelling

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Analysis: The Issues The primary issue in this case was the unpredictability and structure of the spelling test leaving some students unmotivated and unprepared. The second issue is Joe’s fearful reaction to the announcement of the spelling test. Mr. Grammatack uses random spelling quizzes to challenge students in his class to achieve; however he is aware that there are students who are not motivated by this approach. Mr. Grammatack is actively seeking solutions, such as improving the approach used so his students are better prepared and therefore are more motivated to achieve. The Concepts The key concept raised in the case is that learning depends on an individual’s preferred learning style. Learning styles influence both individual motivation and experience in school (Pritchard, 2009). It is clear that Mr. Grammatack wants to cater for all of his students needs, as he is looking to improve his current approach. Joe and Mary are students who are not motivated by the approach used in the case. Joe wants to do well, but has been conditioned to have a fearful reaction after spelling tests are announced, due to errors made in the past. Mary does not care about the reward system (i.e., points), demonstrating that children learn in different ways. It’s important for teachers to provide opportunities for children to work with their preferred learning style. The second concept raised is the need for teachers to have a deep understanding and awareness of these learning styles, further taking this into account when planning and teaching. This concept is highlighted by the teacher’s recognition of inconsistent results within the class. Mr. Grammatack further acknowledges that his approach to spelling doesn’t suit some of his stu... ... middle of paper ... ...ley & Sons. Killeen, P, & Conger, R. (1974). Use of concurrent operants in small group research. Pacific Sociological Review, 17(4), 399-416. doi:10.2307/1388548 McAllister, L. W., Stachowiak, J. G., Baer, D. M., & Conderman, L. (1969). The application of operant conditioning techniques in a secondary school classroom1. Journal of Applied Behavior Analysis, 2(4), 277-285. doi:10.1901/jaba.1969.2-277 Palincsar, A. (1998). Social Constructivist Perspectives on Teaching and Learning. doi:10.1146/annurev.psych.49.1.345 Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. USA: Routledge. Samuels, S. J., & Wu, Y. (2003). The effects of immediate feedback on reading achievement. Unpublished manuscript, University of Minnesota, Minneapolis. Retrieved from: http://www.tc.umn.edu/~samue001/web%20pdf/immediate_feedback.pdf.

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