Professional Documents
Culture Documents
Educational Psychology
Ashlee Karsteter
School: Manchester Elementary
Grade Level: K, 2
30 March 2015
Teacher: Teke, Macke
General Education
little differently thoughI wish I wouldve been able to work with the
entire class to make sure everyone understood the concept. When I
presented something as simple as shape thickness, I did think about
how to get through on many levels to a six year old. When one
example did not get everyone to grasp the concept, I knew I had to try
another avenue, another door, intelligence viewpoint. If this is how
everyone learns to teach, although time consuming, it would create a
very positive experience for all students education.
Chapter 6: Motivation and Affect
Review the characteristics of learners exhibiting mastery goals
and students demonstrating performance goals on p.202. Be
mindful that students who have mastery goals desire to
acquire additional knowledge or learn new skill for the sake of
learning. Students who exhibit performance goals wish to
demonstrate high ability and make a good impression. How
would you categorize many of the students in terms of goals
(mastery or performance) in the tutoring or RTI setting that
you regularly visit? What caused you to reach this conclusion?
How might you encourage students to engage in mastery
goals? Did you see signs of anxiety or other forms of affect in
students in the tutoring or RTI setting of your school
experience?
Response: For my RTI group, I have been working with Tier 3
students. For example, they are not the bottom students, but they are
below average. A lot of the reason they are below average is that they
have parents who are not involved in their educationeven as
Kindergarten students. They do not receive help at home, and
therefore are struggling to keep up with the sight word recognition
required. With the five students in my RTI group, I would qualify four of
them as having performance goals and one with a mastery goal
mindset. One student in particular wants to learn more words for the
sake of learning and works hard to accomplish all tasks set before him.
However, he does not have the mental capacity to perform higher than
he is working now. He will always work hard to stay at grade level. No
matter what story we are reading, worksheet we are working on, or
sight word we are practicing, he goes above and beyond and strives to
USE the word: in a sentence, the plural, or synonyms. The other four,
however, do not enjoy reading or working to improve. They do just
what they have to do in order to not have to repeat the work for
homework. They complain when a new word in introduced and hate to
go over the sight words again (because they dont remember the old
ones). They understand that words and the language builds, but do not
want to advance because they do not want to have harder books to
read and take tests on for the AR program. Even in Kindergarten, they
have the system figured out.
To attempt to encourage my group, I have allowed the new sight
words and sight word games to become a challenge. When we are
doing sight word recognition, whoever is the first to correctly identify
the sight word receives ONE m&m piece of candy. This may not be the
healthiest thing, but the students are actually participating and
wanting to learn. Now, some are practicing a little at home and this is
helping their reading fluency and recognition.
Reflection: The only thing I would change about motivating the
students in my RTI group is to find something that works for them, and
does the job of motivation, but does not involve candy. I do not like
giving out candy to students, but at times, it is the easy answer.
Students always respond to candy.
Chapter 7: Personal, Social, and Moral Development
Think about the concept sense of self and its implications for
teaching and learning. Review the developmental trends on
p.245 of your textbook. Did you see indication of sense of self
affecting learning of the students with whom you worked?
Explain. What effect did perspective taking have on the
teaching and learning environment? Reread p.255 in your
textbook to understand developmental trends. If you observed
aggressive behavior, explain the type of aggressive behavior
that you witnessed.
Response: A positive sense of self is seen in most, if not all,
Kindergarten students. They do not know any different, and will most
always put a smile on a face around them. They have yet to be tested
for their achievement tests, they are not yet accustomed to the trials
of the Istep, and very little, if any, bullying has taken place. These
students sill believe they can and will do anything and everything. As
we near the end of the year, they are beginning to understand the
differences in cognitive abilities, but this has not been displayed for all
to see for years on end. The same kids are not consistently on the
bottom, etc. All the students in Mrs. Tekes class realize is that they
are placed in different groups for RTI and Differentiated Math
instructionthey dont yet understand these groups are based on
ability. The sense of self has yet to create HUGE implications on the
effects of teaching. Once in a while, an adjustment will need to be
made or an encouraging word will have to be offered. At times, a child
will become frustrated with a concept theyre not understanding; but
reassurance is typically all it takes to return the lesson to its proper
direction.