Journal--Week 5

Journal #21
January 31, 2012
How does one motivate students within the classroom? As teachers we have the power to motivate students. What I learned in today’s class was that assessment is a form of motivation; it allows students to see where they started, where they are, and where they can go.
So, as I sat in class I tried to think of several ways to implement motivation within my future classroom and in the classroom I will be working in at Wahlquist. To begin I think it is important to get to know the students—how they learn, how they understand things, and how they apply that knowledge. With the students at Wahlquist, I think I have my work cut out for me. These students have no boundaries or expectations. To initiate motivation students need to know what is expected of them. Then as the teacher I feel that I can praise them for doing what is right. These particular student have not had a teacher who has encouraged participation or progress, so I think they will push at first, but then devour the praise and confidence building.
Ways to motivate students at Wahlquist Jr. High School:
• Show students YOUR excitement for learning and for school
• Encourage each student individually and do not compare them to others
• Provide students with positive feedback
• Allow students to voice opinions on subject matter when appropriate, then thank them for their comment---students were often dismissed when giving answers during observation
• Allow students to improve on assignments—if not to satisfaction, allow them to revise or redraft the assignment
• Help students make connections to daily life and school learning
• ABOVE ALL—LET STUDENTS KNOW YOU CARE FOR THEM and THEIR LEARNING.





Journal #22
February 1, 2012

In Dr. Crawford’s class we began with a simulation activity. It is called “Number the Rose Petals” We were given brief instructions—count how many rose petals there are in the group. Dr. Crawford rolled some dice (1 red, 1 yellow, 1 blue, 1 green, and 6 white) he quickly said how many rose petals there were and picked up the dice.
As this simulation continued one student caught onto the game, Dr. Crawford praised him and told him he was his “honor student”. I was concentrating so hard that I began to get frustrated. Throughout the simulation, Dr. Crawford would make comments like: “it has never taken a class this long to catch on”, “It’s not that difficult”, or the worst one “we should just quite cause you won’t get it”---which only infuriated me more.
After only two people understood the game, he eventually shared how to do it (making me feel extremely dumb for not catching on). However, after the simulation we discussed what happened and how we felt. The more I have thought about this simulation the more I come to realize the type of teacher I want to be.
Often as teachers we assume students understand or we are crunched for time and move on. What ends up happening is students begin to give up—on their selves and on school work. Students with disabilities or ELL students may not be able to keep up with the pace you are moving. It is the teacher’s responsibility to make sure ALL students comprehend.
I also learned that it is important to watch what you say to students. What a teacher says or does can help a student determine how much effort is expected from them. Motivating students to do their best and then improve on their best is going to build students confidence, it is going to show them that not only do you care for them, but you want them to be successful in life. I need to remember this simulation and how it made me feel, so that I can look for students who are exhibiting the same characteristics I was---frustration, feeling dumb, not wanting to try anymore, and eventually giving up.
Journal #23
February 2, 2012

Is it important what educators have students do, say, and hear? Absolutely, it was interesting to learn today that students only retain 10% what they read, 20% what they hear, 30% what they see, 50% what they see and hear, 70% what they say, and 90% of what they say as they do things. As I sat listening to the instructions being given, I could not understand why a teacher would not want to make their classroom one in which students retain 50-90% of what they teach.
What are some ways that I can incorporate different learning styles into my classroom? I think it is important to first find out what learning styles your students have. This can easily be done by taking a survey. Once I know how each student learns (visual, audio, kinesthetic) they I can gear my lessons to accommodate as many students as I can. Some methods of including the most students would be:
• Use a PowerPoint presentation while still relating the information verbally
• Provide hands on experience, such as a lab assignment
• Partner work, have one student read and the other follow along, then have them switch rolls
A classroom that has different learning styles is a classroom in which students are engaged in learning.




Journal #24
February 3, 2012


What is your guiding principle as an educator?
I have thought about my guiding principle many times, but it is hard to narrow down to one factor that I find important. As an educator I want my students to learn as much as possible, I want them to have a strong desire to learn, and I want them to enjoy learning. On the other hand I want my students to learn important characteristics of a human being within my classroom—the importance of being on time, of being truthful, the importance of hard work, and how to work with others.
I guess what it boils down to is I want my student to learn---for me education is the most important thing within my classroom. Along with education they will learn valuable lessons (some they may not even know they are learning and some I may not even know I am teaching). I feel that as long as students are making a conscious effort to learn, understand, and participate within my classroom then I am making some mark in their life.
How I view education is as an adventure—you do not always know what is around the corner, some days the jungle is difficult while others feels like you are walking through a field of daisies. There are days you feel like you are trying to slay a dragon and days when you are the dragon. As the educator I feel as if I am the treasure map—helping, guiding, and showing them the way. If they do not use the compass correctly they will be lost. When the adventure is all said and done, if you have put forth your best effort, worked as hard as you could; then there is this amazing self-accomplishment.
Education is one of the most important things a person can hold in their back pockets.

Journal #25
February 6, 2012

It was another observation day at Wahlquist Jr.; I have to say I was a bit hesitant to go. The last time I was there the class was out of control. However, today ended up being a really good day; Mrs. Tippets and I talked about me walking around to get to know the students better. This taught me a valuable lesson and new ways of applying discipline.
Mrs. Tippets had a guest speaker, Mercy, who discussed personality traits. As Mercy was talking many of the students were getting frustrated, because they did not understand the big words she was using. I decided this was the time to walk around the room. It was interesting to see how quickly the dynamics of room changed. Students who were continually talking stopped, students started to pay attention more, and students started to ask questions.
My observation showed me that standing in the front of the classroom only allows for students to mess around. If I walked around the room while teaching, students are less likely to “goof-off” because they don’t know when I will be standing next to them. I also observed the importance of respect. By simply showing each student some respect they will show it in return. I didn’t yell at them or ignore them; I acknowledged each and every one of them. One student in particular had a paper monster he had made, he kept making Yoda noises. Mrs. Tippets decided to ignore this behavior, the problem, it was disrupting others. My decision was to simply give this student options---you can put that in your binder or I can hold on to it until the end of class. This student surprised me when he said, “will you hold onto it, I will be too tempted to play with it” from that moment on he was the quietest he has ever been.