Learning Environments and CSEL Case Study

Learning Environments

            I believe a positive classroom environment is a vital component of learning. Consequently I feel it is important for teachers to begin building this environment well before students arrive for the first day of class. During my first year of teaching, I am sure there will be some trial and error trying to figure out what works best, but I am hoping to improve my skills of creating an effective learning environment through experience and collaboration with my fellow teachers.

            One thing I would like to do in my classroom is arrange the desks in a way that would create a practical setting for group work and promote focus. In order to do this I would limit the number of desks in a group and try to have all the groups arranged with a clear view of where I will be teaching. Another important factor in classroom environments is to have rules and expectations that are clearly understood. It is important for students to have explanations for rules so they will clearly understand, and therefore be more likely to abide by the classroom standards. One way to do this is to let students help decide on certain actions regarding the rules. For example, the order in which they line up to go down hallways and when they will take bathroom breaks. Also, when students understand what is expected of them they will gain confidence when they behave correctly which will enhance the classroom environment. Furthermore, I want to create a classroom where students feel like they are listened to and supported. In order to do this I would want to encourage questions and respect what students have to say. Sometimes just listening to students can make a world of difference in a classroom environment. When students feel like they are heard a sense of community will begin to develop in the classroom.

CSEL Case Study    

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.

            In this instance, Lisa’s behavior is affecting the potential of the group. I think it would be a good idea to find out if Lisa understands the role she plays in the group, and also if she understands the descriptions of the jobs that make her upset. One cause of the problem could be Lisa is not sure what these jobs require and she might think it would be embarrassing to ask questions. Going over the job descriptions could be a first step to try in order to solve the problem. Another way to handle this situation would be to talk to Lisa and let her know when she is finished with the job she does not like she will get assigned a job she prefers. She might change her behavior in order to get to the desire outcome. This would be considered a type of behaviorist motivation because Lisa would be behaving in a certain way to get the outcome she prefers. If things continued the group continued not working together the teacher could contemplate switching Lisa to another group. I think this should be one of the last steps because if Lisa is having problems with the assignment separate from the group they will continue not matter in which group Lisa is placed. 

Theories of Motivation

            It was really interesting to learn about the different theories of motivation because I wanted to figure out which theory best describes how I am motivated. I have never studied each theory and was excited to see how each one differed. After looking at each theory, I determined I fall into the behaviorist theory of motivation. Behaviorists often have an idea in mind of what they want to accomplish from a task, and they know the result they want to see at the end of a task. Personally, this helps motivate me because I know in order to get my desired result I have to perform certain actions and take responsibility. Presently, the result I am aiming for is to graduate college and start earning my masters of education. I know in order to do this I must pass all of my classes and maintain my grade point average. Consequently, I continue to study for my tests, promptly turn in my assignments, and attend all of my classes. My behavior reflects my desired result and keeping that desired result in mind is my motivation.
            If I wanted to enhance my motivation I could set more goals for myself so I would often think of my desired result. If I have the desired result in mind I am more likely to take action that will better the chances of the specific result occurring. Knowing which theory of motivation I fall into will be helpful when I begin to teach. I can set goals for myself throughout the day that my behavior will reflect. If I am intentional about reaching these goals my students might take notice and begin setting goals for themselves. I will be likely to set class and individual goals for my students because of the way I am motivated.
            Two theories of motivation come to mind when I think about using the theories in my future classroom. The first group is cognitive theories. Self-determination is what motivates students in this theory. Creating opportunities that will enhance students’ self-determination will increase motivation and learning. Giving students option and letting them choose from a set of activities or assignments will give them a sense of control which will increase self-determination. I could do this by letting them choose from a selection of books the one they wanted to read or by letting them choose from an array of project options. If the students feel as if they helped in making the decision they will be more motivated to finish.
            Another theory I would want to use in my future classroom is sociocultural. This theory can be implemented by creating a classroom environment that encourages learning and constructive discussion. If students feel the classroom is a place where their opinion is accepted they will be more motivated to engage in learning. One way to include this theory in the classroom is by asking questions and guiding the discussion by student answers. This will let students know their thoughts are important and they will be more likely to voice their opinion. As a result learning will increase in the classroom as students begin to learn from each other. Acknowledging and learning about each theory of motivation will help me determine how to motivate my students.

Barb Rentenbach

           During Barb Rentenbach’s presentation I learned so much about autism and the people who have autism. With help from Dr. Lois Prislovsky, her “smiley shrink,” Barb shared some her insights and some passages from her book I Might Be You and from the book she is in the process of writing.

            Through her writings, Barb addresses the differences between people with autism and the people she refers to as “the normals.” The positive light she put on autism was surprising, eye-opening, and motivating. Barb explains how “normals” have distractions that hamper them from enjoying life. She explains how because she is autistic she takes the time to absorb every moment and experience. For example, she referenced feeling sound waves on her skin, noticing the droplets of condensation on a coke can, and feeling the follicle of hairs expand. I loved how she gave us the advice to slow down and really enjoy our lunch, something that we often rush through as “normals.” Barb advises to be in the world of the moment, focus on the now.

          What surprised me most about Barb was her use of language. Some of the vocabulary she used was above my knowledge! Through support of typing, Barb produced beautifully written sentences. Before, Barb’s presentation I did not have much knowledge about autism, but throughout the presentation she continued to show me how autism did not hinder but strengthened her intelligence.

           “Know your part. Be your part. Play your part with pride and conviction. Hold your head up and project your voice.” These words Barb wrote were inspiring. Through her presentation I not only learned about autism, but was reminded that everyone has a part to play in this world, including me. I thought I was coming to this presentation to learn about Barb, but I was not expecting to also learn about myself.