Productive Learning Environment

Based on our readings and class discussion, how will you create a learning environment that is conducive to learning? Now consider your CSEL case study. Develop a full continuum of responses for dealing with the misbehavior of your case. 

I really want my classroom to benefit my students' learning.  I want my students to respect me, my students to respect each other, and I need to respect my students.  It should be a safe place where my students are not afraid to talk and know that if they do speak, they will not get made fun of.  This will make learning more productive.  I also want to have an organized classroom.  This will benefit me (so that I don't go crazy because I am slightly OCD) and it will benefit my students' productivity.

This is a good article about creating a conducive learning environment.

Here is my case study for my CSEL:

Elementary Education Case Study

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

First to deal with this problem, I would talk with Lisa and her parents about this issue.  It might be something that can be resolved by talking about it and reiterating the rules of respect in my classroom.  If the problem still persists, I would try "circle time" with Lisa and her group members to try to resolve the issues between them so that they can begin to work together effectively.  I would make sure they understand the rules of respect and how to live them out while we are in the classroom (and hopefully they would live them out outside of school as well).  If Lisa still cannot seem to work in a group, I would probably make her work independently and see the guidance counselor to get to the root of the problem.  Hopefully level one of intervention would stop the problem, but if not, I hope that it would be resolved by the end of all intervention.

Motivation

Of the many topics we will cover in this class, I feel that motivation is one of the most important ones to learn about.  Student learning will not happen if they are not motivated in some way to learn the material.  Some students will be eager to learn, but others will not.  How do we reach those kids so that they stay on the same page with the other students?

In my Reading Education class, I did my inquiry project on motivation to read.  Some of what I found that helps motivate students to read can be applied to motivation to learn in general.  Teachers must provide an environment that enhances learning, but I think the most important factor is student choice.  This works for reading and for any other subject.  If the students have a little bit of choice or a lot of choice in what they are doing to learn, they will be much more excited to participate and learn the material.

I think the most helpful theories of motivation are humanism and efficacy vs. value.  Humanism is helpful because if our students are not getting the basic physiological needs or other needs, they are going to have a hard time learning because they will be distracted.  If we can address those needs, they will be more willing to learn.  I also think efficacy vs. value is helpful because students must see that the task/information will benefit them and believe that they can accomplish/learn it, and this comes with help from the teacher.

Here are some helpful articles related to motivation to read:

Gambrell, Linda and Marinak, Barbara.  (2009).  “Reading Motivation: What the Research Says.”  Retrieved November 18, 2012.  http://www.readingrockets.org/article/29624/

Gambrell, Linda and Marinak, Barbara.  (2009).  “Simple Practices to Nurture the Motivation to Read.”  Retrieved November 18, 2012.  http://www.readingrockets.org/article/29625/

“Motivating Kids to Read.”  Retrieved November 18, 2012.  http://www.rif.org/us/literacy-resources/articles/motivating-kids-to-read.htm  

This is also a helpful article on motivation in general:

http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html

 

Educational Psychology Expectations

After the first few classes of educational psychology, I can tell that it is very different from the first educational psychology course that I took when I was a sophomore.  I feel that this course will be a big part of preparing me for my internship year and my years as a teacher after that.  I would really like to do well with the teaching projects that are required.  I think it will be great practice for teaching.  I am really excited to learn about creating a productive learning environment because that is so important for enhancing your students' learning.  All of the topics on the syllabus look interesting and relevant.  I like that a lot of the topics seem to focus on the student and how to enhance their learning.  The CSEL artifact is a little overwhelming at the moment.  I am sure with time it will not seem quite as intimidating.  I think this will be a very informational, helpful course and beneficial to me as a future teacher!

PLE for Ed. Psych 401

Hello! Welcome to my PLE for Educational Psychology 401.  I am in the elementary education program in the Anderson County cohort.  I look forward to an exciting semester!