Beliefs Reflection
Motivation is one of the biggest things when it comes to education today. Every student can be motivated one way or another to learn. Not all students are motivated the same so as an educator I need to keep that in mind. Motivation is important because it helps students become interested in what is going on in the class room and in the course work. When a student is motivated it also may have the student participate in more challenging opportunities and try to earn higher bench marks. Motivation I feel is one of the biggest things as an educator I can do for the students because if they are motivated they are trying at their full potential. Motivation can have some negative outcomes as well. Motivation can be a crutch for the student. What I mean by this is that the student may not want to do anything without a reason too. Or the student may not want to do anything without a reward. Personal beliefs with motivation interact by determining how you are going to motivate your students. Are you going to motivate them through bribing them? Or are you going to motivate them through making things in to a contest. So no matter how you motivate your students it can be a good thing to use if you use it correctly.
Throughout my time observing I have noticed many forms of formative assessment and checking for understanding. The simple one done and used is just simple observations. I watched this and how she watching the students and gave simple clues to when they were doing the task right or wrong. Such as great job, look again, and you are on the right track. Mrs. Franzmeier also used exit questions. What this is the students have to answer the question right before they could leave math for recess. Finally the other ...
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...chance to see how they are executed and see if they work or not. Also reflecting on what the teacher did is important because it really makes you think critically about what they did and what they didn’t do. This makes it more meaningful to you. During my self- reflection it makes me more motivated to succeed because I see what I am doing right it makes me feel really good about myself. Also if I struggle with something or fail at it I become competitive and want to better myself. Yes at times it can become frustrating but it is only going to better you. I would tell others when they go into the classroom make sure you are walking around see how the students are responding to the teacher. Don’t just sit in the corner and do nothing it will make you hate your time. The more involved you are now makes student teaching or later practicums easier and more meaningful.
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
The Cindy Herbig case revolves around the distinguished Herbig family from Missoula, Montana. The Herbig’s daughter Cindy, who did well enough in high school to obtain a scholarship to Radcliffe College, was killed in Washington D.C. while working as a prostitute. The controversy of this case comes from the way that the Missoulian and the Post reported on this story. Both newspapers were aware of the family’s status and the damage that this story would do to the family’s name. Also they were asked by the family’s lawyer to not publish the story out of respect for Cindy and her grieving family. Despite this formal request both papers published the story. The Post published this story because they believed that it would both bring attention to the problem of prostitution in the D.C. area and their primary business concerns. The Missoulian published a heavily toned down version of this story because of the journalism community. The main editor of this paper stated that journalists will always have to release stories when they are newsworthy even if they are negative stories. These facts of the Cindy Herbig case will allow us to review the ethics of this case for both news sources.
In the three stories, “The Jilting of Granny Weatherall,” “A Good Man is Hard to Find,” “A Worn Path,” all three women have a petulant nature of some kind and yet still are able to find grace. Only one of these women, Phoenix Jackson, from “A Worn Path,” possesses true grace before her death. Both Granny and the Grandmother are in their final moments when the reader believes that they have been given a chance at accepting grace, and even then it is not cut and dry in Granny's case.
Organized figure skating has been around since the 18th century. Since then it has grown and evolved into the Olympic sport we see today. There have been many notable skaters and moves in skating's distinguished history. One of the most interesting and storied is the axel jump.
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
Getting paid is a motivation for kids who struggle to learn. (9) Low income students being rewarded with cash will have a great motivation specifically. (5) But students with good grades will be motivated to keep his/her grades up. (9)
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan,
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
Because motivation is a very strong will power to support students to complete their goal or stay focus to overcome laziness. Next, students can reward themselves after they done something good or finish their schoolwork. The reward don’t have to be big or good, a little thing like pizza or go play game to relax their brain will help them, and make them feel accomplish. The last thing to do is stay active at all time, after done schoolwork, students can go workout or just go outside and run around for thirty minutes will help them clear their brain and make them
For more than 20 years, formative assessment has been highly researched and even accredited as a critical part of a teacher’s pedagogy. In the last decade it (formative assessment has become something of a buzzword and in some cases a mandate in k-12 schools across the country. Formative assessment can be defined as a part of the instructional process intended to gather information and provide feedback for both students and teachers that allow for needed
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
Some of the formative assessments I used included asking students questions and observing how they were working and discussing the information needed for their videos with their partner. Other forms of formative assessments included providing feedback and generating whole group discussions. I found myself using observations and feedback more frequently throughout my lesson. As I walked around the classroom, I noticed the students