,Managing a Classroom/Environment

Managing a classroom is the best way to ensure success. I see it is as a partnership between myself as the educator and the students; with an extension of myself as the educator being administration while an extension for the students would be the parents. It all starts in the classroom with respect and communication. I want to be transparent with my students right away on the ways to succeed academically as well as the ways to act while in my classroom. That starts day one with laying out the rules and resources of the classroom. It also means giving them options and figuring out what encourages them to be motivated for participation. Students need to be active and engaged in learning and I will strive to produce many ways for them to do that. According to the text, "a well-managed classroom is one in which students are consistently engaged in productive learning activities.(Ormrad 461)" Motivation and management go hand in hand, so it is imperative that I find out what my students are motivated by early and often. I believe that my honesty and transparency will translate into a positive and proactive learning environment. I believe that if I am the same person with them and always as genuine as I can be then when it is time to quiet down or straighten up the students will understand the seriousness that I request. It is important to always be the same and to always follow through and follow up.

Case Study:

In my case study there is a group of seniors who are cutting up in class. They are disruptive, disrespectful, and even roughhousing in class; after they do that, they do not comply when they are asked to follow the rules that were established at the beginning of the year.

The first thing I would do is address the disruptiveness because it impacts the people around them. I would first do this by engaging the entire class in an activity or with a question. If the problem continues I would move to their area to have proximity control on the boys and cue to them (non-verbally) that I am aware of their actions. If that was ineffective I would then address the class as a whole and remind them that they are here to learn and that they should all be respectful of others. I would stress that even though it is the end of the year, this information is important and will help them not only succeed on the final (and keep their grades up for graduation) but will also help them in their afterschool endeavors (whether it be college or the work force).

Next, I would meet up with the students afterword. This would be done regardless of the outcome of my attempt to keep the students from distracting others. If they had continued, the conversation would be focused on the rules that were stated earlier in the year and how they are made to ensure efficiency and respectfulness in the classroom. I would explain to them that while it is the end of the year everything still matters; I would take time to address the roughhousing issue and tell them that it is inexcusable to have a physical altercation with other people. It is simply too dangerous and reckless to other people's well being.

Finally, my biggest step would be to realize what is going on in my classroom. The seniors are obviously anxious for the end of the school year and are acting up. To counter this I plan on using authentic activities that are focused on real world and post-secondary tasks. This should not only help them in the transition but also help them calm down their internal anxiety. I remember being a senior and just not knowing what college was going to be like; I was excited and nervous, it was at the back of my mind for the better half of my second semester of senior year.

In the end I hope that these steps would help control the classroom and allow for a good learning environment. I know that if those steps did not work I can reach out the extensions I mentioned earlier. That is, I can contact the parents or the administrators for advise and guidance as well as to open the lines of communication and bring in a new perspective.

Blurred Lines #DeltaSwag

I strive every day to learn and grow, because everyone has some sort of information that others can acquire. One of my biggest character points is that of integrity. My father taught me early on that a name is very important, with that he was referring to my family name, but he made it a point for us to take pride in what we represented. In this case my name would be the University of Tennessee, and I would make it a point to keep that name in good regard. I also have a strong passion for survival and resourcefulness. Lastly, I have a strong desire for diversity; I am very open-minded and ready for new ideas and change.

One of the most influential motivation theories is that of Achievement Motivation. Achievement Motivation is like the chameleon of motivational types. That is, it can take different forms and help an individual achieve some type of goal. I believe that in education there needs to be goals or checkpoints along the way.

 A little success can go a long way in avoiding a huge failure. Every now and then it is nice to hear someone say, "you did a good job" or to be rewarded for a solid effort on a task. The beauty of Achievement Motivation is that it can be intrinsically or extrinsically focused; different people are motivated in different ways. Harry might want to succeed because he wants to be the best at ping pong, while Ben might just want to impress Sally with his table tennis prowess.

I think that in my future classroom this could be implemented easily. I will strive to challenge myself and my students each and everyday as I progress throughout a school year. An example would be a project on a historical event. I could have my students pick a moment in history that they would need to act out or present to the class. Some would be motivated to get a good grade, others would be motivated to show their acting ability, others would be motivated not to look silly, and some would be motivated to be the best. All of those are goals and set achievements that are motivating my potential students.


Here is an excerpt from an outside source that I used in my Teaching Project the other day:

Achievement emotions are defined as emotions tied directly to achievement activities or achievement outcomes. The definition presented here implies that emotions pertaining to achievement-related activities are also considered as achievement emotions. The enjoyment arising from learning, boredom experienced in classroom instruction, or frustration and anger when dealing with difficult tasks are but a few examples of activity-related achievement emotions. Two types of achievement emotions differing in object focus can thus be distinguished: activity emotions pertaining to ongoing achievement related activities, and outcome emotions pertaining to the outcomes of these activities

 

(Pekrun et al., 2002a; Pekrun, Elliot, & Maier, 2006a).

ED. Psych 401 Assessment Review

 

Assessment is a process of observing a sample of a student's behavior and drawing inference about the students knowledge and abilities. (Ormrod 504)

I found two great statements about assessment from an article online today! Here is the information and the title of the article:

 

 Differentiated Assessment Strategies: One Tool Doesn’t Fit All With Carolyn Chapman

 Assessment is ongoing. It is done before, during, and after the learning.

Assessment data drives curriculum planning.

I believe in both of these principles and am planning on assessing my assessments in the future.

 

-The following are examples of the assessment strategies listed on page 505 of the Ormrod text.

Informal vs. Formal Assessment:

Informal(spontaneous, unsystematic observations): An example would be if a student asked me why the Germans attacked Pearl Harbor  in WWII. I would notice that they had a misconception about the history at Pearl Harbor and figure out a way for me to explain that it was really the Japanese that attacked.  Informal is just not planned; at the same time I think these are the key moments in teaching and I don't want to miss out on them.

 

Formal(preplanned, systematic date gathering): An example would be if I put together a pre-test at the beginning of the semester to see what my students know going into the school year. That way I could get a general gage on what I would need to take more time on or what I could simply pass over. Formal Assessment are things that I will have written in to my curriculum almost like checkpoints for myself and the class.

 

Paper-pencil assessment vs. Performance assessment:

Paper-Pencil(written assignments):  An example I could use in my classroom would be a paper assignment on historical figures. These are simple and traditional things like essays, tests, journal entries, etc.

 

Performance Assessment(non-written behaviors): An example I can do is assigning a time that students can dress up like a historical figure and do a presentation about them. These are opportunities for students to showcase their abilities and their dedication in a non-traditional setting.

 

Traditional Assessment vs. Authentic Assessment:

 Traditional Assessment(learning separate from real world tasks): In my classroom, an example would be a True/False assessment on the States of America. This makes up the majority of what assessment seems to be; when I think about it, I don't know if that is a good thing.

 

Authentic Assessment(ability to apply learning to real world tasks): An example would be requiring my students to write a blog or journal so that they develop writing skills and computer knowledge. I want my students to leave the classroom with skills they can utilize in the future.

 

 

Criterion-referenced assessment vs. Norm-referenced assessment:

Criterion-Referenced(indicates mastery or non-mastery of specific topics): An example would be if I used a vocabulary quiz in my classroom. I could see and compare exactly what words the students need to work on in that section. These are assessments that tell us in specific detail what we need to focus on based on predetermined standards.

 

Norm-Referenced(compares performance to peers):  For example, if my high school students take the TCAP writing assessment in 11th grade. Also, if my students plan on taking an AP test that would be a good example as well. This is a way that students(and teachers) can see how they stack up against other students all around the state or nation.

 

 

Standardized test vs. Teacher-developed test:

 

Standardized Tests(developed by experts for use in many schools): An example would be when the state gives my students a required test at the end of the semester. It is a test that is standardized all around the state in different schools. I am not sure what the trend is looking like in terms of more or less implementation of standardized tests.

 

Teacher-Developed Tests(developed by teachers for their own classroom):   An example would be an essay question I would write for my class after each chapter. This would test their knowledge and be specific for the class alone. I am most excited about making my own testing material; this allows me to use the assessments I have done in the classroom to specifically cater to my students' needs and wants in academia.

 

Getting Psyched 4 (01) Ed. Psych.

      

I am interested in learning about learning. I want to learn how to learn, how to teach others to learn, and how to learn about myself while teaching others. I’m the kind of person that wants to constantly learn from others and from my experiences. Naturally, I take mental notes of what I think to be effective or creative in presentations and use that to develop my own style.

I’m interested in learning about teaching. I want to learn the ins and outs of the teaching profession while enjoying a classroom full of my future peers. I want to learn about the educational system; how it is in the United States and how it is abroad. I want to learn to master my teaching style. I want to learn to incorporate other people’s ideas in education.

I want to be confident about stepping into the field of education. I want to know that I have a working knowledge of the language that teachers use on a daily basis. I want to be ready to step into the classroom and be able to succeed. I want to know that I have the support of other people that are passionate about education.

I think that Educational Psychology is going to help me understand a diverse group of learners, learning outcomes, learning possibilities, and teaching strategies. I think it is going to help me be more comfortable in front of people. Specifically, I should be more confident in front of a group of my peers and in my approach to teaching in a classroom.

-Paul Troy

                           "One that beareth a torch shadoweth oneself to give light to others"

Who I am, Why I’m here

      

DISCLAIMER:  I wrote this this two years ago, during my sophomore year in college. However, I feel it is a fairly good introduction. Thanks to Robert Spirko for challenging me in that class!

              I am an incandescent light bulb in room full of flashlights. That is, one of many but unique. Old fashioned–in some ways; however, I would say that I was raised in a home that respected the past. I am the kind of person that if you give me free roam as to who I am I may just say I am Sam. In truth, I am Paul Anthony Troy, Son of Phillip and Delores; brother to Justin, John, Mark, and Mary. I am who? Who am I? These questions are not something I can just touch on in a paper, I can and shall attempt to give you some miniscule details of my existence, but in the end it will end up random and spontaneous.
            I can honestly say that my mind does wander and I wonder what Wanda would wish to wake a wonderful day come upon her. I am a lot of things; good and bad, happy and sad, glad I have, and curiously made. I am the kind of person that likes limitations, but then tries to break them. I prefer lists over schedules as I can work at my own pace to get things done. I am extremely outgoing and friendly towards mankind. I have had a proud beginning and in contrast a humble upbringing that showcased the highest of highs and the lowest of lows. Through that contrast I have developed an open mind, desire for equality, habit of inclusion, and pursuit of total respect.
            In terms of academics, I am currently a sophomore at the University of Tennessee at Knoxville. I enrolled last fall at the school many call ‘Rocky Top’ and haven’t looked back since I made that decision. My freshman year was a blast. I surrounded myself with tremendous people and got involved in so many life-changing organizations and activities. Last year, I took advantage of multiple opportunities as they came along and have grown so much as a human being. Being a college student has its ups and downs as well; but I can say with sincerity that I would not trade it for anything. I am majoring in History and plan on attaining a master’s degree in education. I want to be a teacher in the future. I have had this dream and plan for over eight years and am almost positive it is what will come to be.
            I am a leader, or try to be, to anyone that needs help or guidance. In high school I was valedictorian and Class President. Those titles do not make me, but I earned them nonetheless.  My father taught me the importance of a name. A name could be one of a family, one of a university, or one of a belief. In any situation I represent my name with dignity and diligence. What’s in a name? Shakespeare has a great thought, but I am one who wants you to come up with your own definition. I am analytical and nerdy. At times I can tell that I am interested in things that many do not like, but I am not afraid to stand up for what I believe. I am tired of writing who I am, I feel haughty and arrogant, two things I try not to represent.
             I am here for many reasons. I am in this class because I like freedom of expression and creative progression. Poetry is something that has always baffled me and I yearn to learn more about the topic. Typically I and we are here because we go to college, need to take a class, or want to share ideas and opinions.  I am a global citizen and agent for diversity. We are on this terrestrial ball for many reasons. It is not my place to tell you why you are here or what to do. Personally, I am not always here, or there, or anywhere. Steadfast at hand, I do always have an interest in learning. I push myself to the limit and try to act as a sponge to anything interesting.
            Here is a place that I want to be; writing, expressing, creating, and cringing. Maybe we are here on this earth to experience these feelings or exert some kind of influence. Who knows? Who cares? I just want everyone who knows me to have a good recollection of me, to be better than they were before, and to love all mankind. In the grand scheme, I am here to attain a good grade in this class, to earn my stripes, and to learn from a well-respected professor. I will work hard to make sure that I am there for the right reasons and that my classmates get the best possible outcome from this class. I am here to be a body in a classroom and a mind that acquires information. I want to be the best I can be in all that I do and this is no exception.
             The reasons that I am here are even less concrete and government issued. I am a red-blooded American man who knows his blood is actually blue. I honestly don’t know why I wrote this paper, I feel as though I did not do the assignment correctly and I am afraid that I will not succeed. I am happy that I am here and that I am who I am. That, to me, is all that matters and is what keeps me going every day. At the end of the day sun goes down creatures of the night arise. I am a light bulb in a room full of flashlights. Turn me on and I will shine.