Standard 5: Classroom Motivation and Management Skills
The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Reflection
The reason why these artifacts belong to Standard Five is because they are evidence of my understanding of classroom motivation and management skills. The first artifact is a set of pictures from an art class I taught during Art Methods class. This lesson was taught to a group of students who I had never met before. Besides the nervous I was feeling, I was afraid they would not be engaged in the lesson. But I was confident I would manage to hook the students into the lesson. Once I explained what they needed to do and provided exemplars of what I was expecting, it gave them an idea of the product; students, then, were happy to start their own projects. Students shared ideas and helped each other during the creative process. Each original creation was for the students to keep. I created a lesson that allowed students interact with each other and in which they felt engaged and motivated.
The second artifact is the set of reflections I wrote during my action research. My action research was about the usage of a series of different classroom arrangements, extrinsic motivators, and experiential lesson to motivated students and created a leaning environment. These reflections showed my successes as well as my weaknesses when it came to classroom motivation. After this research, I felt more confident to say that I my lessons would be created to engage and motivate students. At the same time students learn they will generate positive interaction with each other and me, the teacher. This artifact needs to be here, in this standard, as a proof that I, as well as my students, have learned to be driven to create a leaning environment in which every learn and have a fun time.
The reason why these artifacts belong to Standard Five is because they are evidence of my understanding of classroom motivation and management skills. The first artifact is a set of pictures from an art class I taught during Art Methods class. This lesson was taught to a group of students who I had never met before. Besides the nervous I was feeling, I was afraid they would not be engaged in the lesson. But I was confident I would manage to hook the students into the lesson. Once I explained what they needed to do and provided exemplars of what I was expecting, it gave them an idea of the product; students, then, were happy to start their own projects. Students shared ideas and helped each other during the creative process. Each original creation was for the students to keep. I created a lesson that allowed students interact with each other and in which they felt engaged and motivated.
The second artifact is the set of reflections I wrote during my action research. My action research was about the usage of a series of different classroom arrangements, extrinsic motivators, and experiential lesson to motivated students and created a leaning environment. These reflections showed my successes as well as my weaknesses when it came to classroom motivation. After this research, I felt more confident to say that I my lessons would be created to engage and motivate students. At the same time students learn they will generate positive interaction with each other and me, the teacher. This artifact needs to be here, in this standard, as a proof that I, as well as my students, have learned to be driven to create a leaning environment in which every learn and have a fun time.
Fireworks Art Lesson
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