COLEGIO DE DAGUPAN

SCHOOL OF PROFESSIONAL STUDIES

Arellano St., Dagupan City

Name of Student: Student No:

Course: Master in Education Professor: Dr. Rhea B. Madamba
Major: Educational Leadership FIRST SEM, SY 2019 - 2020

MED 12
CLASSROOM MOTIVATION AND MANAGEMENT

Question No.1: What is classroom motivation? What about classroom management? Cite
situations where you can best show your knowledge and ability in observing the two areas
in your workplace.

Motivation is imperative in a classroom to enhance the students' learning experience.

Either a student learns through intrinsic or extrinsic motivation. The key to motivating
students is for the teacher to use strategies to enhance intrinsic and extrinsic motivation.
The purpose of this essay is to show how the teacher I observed intrinsically and
extrinsically motivates his students.
Sometimes a student can be fascinated in a subject and are eager to learn more
without outside influence or help. This kind of a situation is when there exists a large
amount of intrinsic incentive to motivate a child. It is when a student enjoys an aspect of
an activity enough to be motivated within. In order to ensure students are intrinsically
motivated, teachers must use certain strategies to encourage this type of learning.
During my observation, the teacher uses his time during the lesson to create a
very effective motivational environment. Before his lesson, he has review problems or
questions on the board from the previous day's lesson. The students engage in this
work, while the teacher walks around the class to make sure that everyone understands
the problems or needs some help. After about ten minutes, one of two events would
occur. Sometimes, the teacher has the students volunteer to write the answers to the
problems, showing all of the steps, on the board. Other times, the teacher does the
problems himself on the board, but he has his students help him along the way. He goes
through the problem, step by step, asking the students what the next step is. Whichever
one of these situations takes place; the students have an opportunity to look over the
problems, ask any questions, and correct their work. Usually, after the review problems,
the teacher starts the lesson by asking some thought provoking questions. The teacher
makes the lesson an interactive learning experience with his students by using a direct
instruction.
 Classroom management is a key element to establish a successful learning
environment in any classroom. An effective classroom management plan creates a
positive learning environment. Classroom management is affected by the characteristics
of the students and their behavior. Students’ behavior is influenced by their age,
academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and
Worsham, 2006). Teachers need a diverse array of classroom management skills to
facilitate learning. A classroom with a proper management plan will spend less time in
disciplining and more time in learning. Students in effectively managed classrooms know
and follow clearly defined rules and routines. A classroom management plan should
provide…show more content…
Frequent communication with families which includes positive information makes school
wide discipline effective (T.L.Musy, Personal communication, October 3rd, 2006).
Consistency is an important element in school wide discipline. Rules applied consistently
through out the school are easy for students to learn. An effective teacher learns school
rules and procedures before the year begins. This would be helpful for the teacher to set
up her/his own classroom discipline plan (Evertson, Emmer, and Worsham, 2006).
Teachers should have a discipline plan before the school year begins. Effective
discipline plan includes various techniques to avoid, support, and correct inappropriate
behavior in the classroom. Preventive discipline Preventing misbehavior is widely
preferable rather than dealing with it after it has occurred. A Preventive discipline plan
involves steps taken in a classroom to avoid disciplinary problems. Potentially this
discipline deals with the distractions in the classroom and how a classroom environment
can be modified so it is more compatible with the learning needs of its children
(Edwards, 2004). Preventive discipline plan refers to the strategies that can be
implemented to inhibit inappropriate behaviors from occurring in the first place
(T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of
withitness and overlapping skills of a teacher help in preventing discipline problems
(Evertson, Emmer, and Worsham,
Show
 COLEGIO DE DAGUPAN
SCHOOL OF PROFESSIONAL STUDIES
Arellano St., Dagupan City

Name of Student: Student No:

Course: Master in Education Professor: Dr. Rhea B. Madamba
Major: Educational Leadership FIRST SEM, SY 2019 - 2020

MED 12
CLASSROOM MOTIVATION AND MANAGEMENT

Question No.2: Why is classroom discipline crucial in the teaching-learning process? How
can you instill discipline in the class?

Discipline often comes to mind at the mention of the classroom management, but the
crucial component of teaching is much more. Classroom management create a set of
expectations used in an organized classroom environment. It includes routines, rules
and consequences. Effective classroom management paves the way for the teacher to
engage the students in learning.
Med12 no. 2 Effective Teaching

A disorganized classroom without routines and expectations makes it difficult for the
teacher to do her job. Students don't know what to do, so they might get off task or
cause disruptions. When the teacher is constantly redirecting students or handling
behavior problems, she loses crucial teaching time. Classroom management strategies
help create an organized classroom environment that's conducive to teaching. Kids
know the expectations in different types of learning situations. For example, kids would
know that when working in small groups, they talk in quiet voices and take turns talking.
They might each have a specific job within the group.

Efficient Use of Time

Taking time before school starts to create routines and procedures saves you time in the
long run. When the children know what to do, it becomes a natural part of the routine.
After a few weeks, you don't need to tell them what to do. The students know they get
their planners out, write in homework assignments and gather all of their materials at the
end of the day, for example. You can get your kids out the door faster at the end of the
day. When you train them how to do each part of the school day, you don't spend as
much time giving directions.

Consistency

A teacher with strong classroom management skills creates consistency for his students.
The kids know what to expect every day when it comes to the routine activities. Your
students may fare better when you're gone if you have set expectations for everyday
tasks. They know how the classroom runs so they are able to help the substitute run the
classroom. For example, if the kids know they're supposed to enter the room and start
working on a math problem on the board, a substitute doesn't have to spend his time
corralling the kids or trying to keep them occupied while everyone arrives. You can also
create consistency throughout the school by aligning your management strategies with
the schoolwide standards. If your school focuses on respect and responsibility,
incorporate them into your classroom management techniques. The students will hear
those words throughout the school and know that the expectations are the same
anywhere in the building.

Fewer Behavior Problems

The main goal of classroom management is to reduce misbehavior in the classroom.

Effective classroom management gives the students little time to misbehave. Because
the expectations are clearly explained, the students know what they need to do.
Transitions in particular are easier to control when a teacher has strong classroom
management skills.The expectations for behaviors that are part of a classroom
management plan give students boundaries, as well as consequences.
 COLEGIO DE DAGUPAN
SCHOOL OF PROFESSIONAL STUDIES
Arellano St., Dagupan City

Name of Student: Student No:

Course: Master in Education Professor: Dr. Rhea B. Madamba
Major: Educational Leadership FIRST SEM, SY 2019 - 2020

MED 12
CLASSROOM MOTIVATION AND MANAGEMENT

Question No.3: What are the social, psychological and classroom factors influencing the
learners? How can you manage them to ensure a positive learning atmosphere?

It has been found out that the pupil’s difficulty in learning may be due to many factors
within the child himself.

Learning Process
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1. Intellectual factor:

The term refers to the individual mental level. Success in school is generally closely
related to level of the intellect. Pupils with low intelligence often encounter serious
difficulty in mastering schoolwork. Sometimes pupils do not learn because of special
intellectual disabilities.

Intellectual factor
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A low score in one subject and his scores in other subjects indicate the possible
presence of a special deficiency. Psychology reveals to use that an individual possess
different kinds to intelligence. Knowledge of the nature of the pupil’s intellect is of
considerable value in the guidance and the diagnosis of disability.

The native capacity of the individual is of prime importance in determining the

effectiveness of the, learning process.

2. Learning factors:

Factors owing to lack of mastery of what has been taught, faulty methods of work or
study, and narrowness of experimental background may affect the learning process of
any pupil. If the school proceeds too rapidly and does not constantly check up on the
extent to which the pupil is mastering what is being taught, the pupil accumulates a
number of deficiencies that interfere with successful progress.

Learning factors
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In arithmetic, for instance, knowledge of basic addition is essential to successful work in
multiplication. Weakness in addition will contribute directly to the deficiency in
multiplica-tion. Likewise, failure in history may be due to low reading ability or weakness
in English.

Similarly, because of faulty instruction, the pupil may have learned inefficient methods of
study. Many other kinds of difficulty which are directly related to learning factors may
interfere with progress.
3. Physical factors:

Under this group are included such factors as health, physical development, nutrition,
visual and physical defects, and glandular abnormality. It is generally recognized that ill
health retards physical and motor develop-ment, and malnutrition interferes with learning
and physical growth.

Physical factors

Children suffering from visual, auditory, and other physical defects are seriously
handicapped in developing skills such as reading and spelling. It has been demonstrated
that various glands of internal secretion, such as the thyroid and pituitary glands, affect
behavior. The health of the learner will likely affect his ability to learn and his power to
concentrate.

4. Mental factors:

Attitude falls under mental factors attitudes are made up of organic and kinesthetic
elements. They are not to be confused with emotions that are character-ized by internal
visceral disturbances. Attitudes are more or less of definite sort. They play a large part in
the mental organization and general behavior of the individual.

Mental factors
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Attitudes are also important in the development of personality. Among these attitudes aw
interest, cheerfulness, affection, prejudice, -open mindedness, and loyalty. Attitudes
exercise a stimulating effect upon the rate of learning and teaching and upon the
progress in school.
The efficiency of the work from day to day and the rapidity with which it is achieved are
influenced by the attitude of the learner. A favorable mental attitude facilitates learning.
The factor of interest is very closely related in nature to that of symbolic drive and
reward.

5. Emotional and social factors:

Personal factors, such as instincts and emotions, and social factors, such as cooperation
and rivalry, are directly related to a complex psychology of motivation. It is a recognized
fact that the various responses of the individual to various kinds of stimuli are
determined by a wide variety of tendencies.

Emotional and social factors

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Some of these innate tendencies are constructive and others are harmful. For some
reason a pupil may have developed a dislike for some subject because he may fail to
see its value, or may lack foundation. This dislike results in a bad emotional state.

Some pupils are in a continuing state of unhappiness because of their fear of being
victims of the disapproval of their teachers and classmates. This is an unwholesome
attitude and affects the learning process to a considerable degree. This is often-times
the result of bad training.

Social discontent springs from the knowledge or delusion that one is below others in
welfare.

6. Teacher’s Personality:

The teacher as an individual personality is an important element in the learning

environ-ment or in the failures and success of the learner. The way in which his
personality interacts with the personalities of the pupils being taught helps to determine
the kind of behavior which emerges from the learning situation.
Teacher's Personality
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teachers.jpg
The supreme value of a teacher is not in the regular performance of routine duties, but in
his power to lead and to inspire his pupils through the influence of his moral personality
and example. Strictly speaking, personality is made up of all the factors that make the
individual what he is, the complex pattern of characteristics that distinguishes him from
the others of his kind. Personality is the product of many integrating forces.

In other words, an individual’s personality is a composite of his physical appearance, his

mental capacity, his emotional behavior, and his attitudes towards others. Effective
teaching and learning are the results of an inte-grated personality of the teacher.

Generally speaking, pupils do- not like a grouchy teacher who cannot control his temper
before the class. It is impossible for a teacher with a temper to create enthusiasm and to
radiate light and sunshine to those about him.

Pupils love a happy, sympathetic, enthusiastic, and cheerful teacher. Effective teaching
and learning are the results of love for the pupils, sympathy for their interests, tolerance,
and a definite capacity for understanding.

The teacher must therefore recognize that in all his activities in the classroom he is
directly affecting the behavior of the growing and learning organism.

7. Environmental factor:

Physical conditions needed for learning is under environmental factor. One of the factors
that affect the efficiency of learning is the condition in which learn-ing takes place. This
includes the classrooms, textbooks, equip-ment, school supplies, and other instructional
materials.

Environmental factor
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In the school and at the home, the conditions for learning must be favorable and
adequate if teaching is to produce the desired results. It cannot be denied that the type
and quality of instructional materials and equipment play an important part in the
instructional efficiency of the school.

It is difficult to do a good job of teaching in a poor type of building and without adequate
equipment and instructional materials. A school building or a classroom has no merit
when built without due regard to its educational objectives and functions.
There is a direct relationship between the kind of learning environment teachers create
in their classrooms and student achievement. Here are 10 specific strategies for
developing the optimal classroom climate and culture.

1. Address Student Needs

Remember that students, like adults, have not only physical needs but also important
psychological needs for security and order, love and belonging, personal power and
competence, freedom and novelty, and fun. Students are driven to meet all of these
needs all the time, not just two or three of them. When teachers intentionally address
these needs in the classroom, students are happier to be there, behavior incidents occur
far less frequently, and student engagement and learning increases.

2. Create a Sense of Order

All students need structure and want to know that their teacher not only knows his
content area, but also knows how to manage his classroom. It is the teacher’s
responsibility to provide clear behavioral and academic expectations right from the
beginning—students should know what is expected of them all the time. Another
important way to create a sense of order is by teaching students effective procedures for
the many practical tasks that are performed in the classroom. For example, teach
students how to:

Enter the classroom and become immediately engaged in a learning activity

Distribute and collect materials
Find out about missed assignments due to absence and how to make them up
Get the teacher’s attention without disrupting the class
Arrange their desks quickly and quietly for various purposes: in rows facing the front for
direct instruction, in pairs for collaborative learning, in groups of four for cooperative
learning, and in a large circle for class discussions
3. Greet Students at the Door Every Day
As students enter your classroom, greet each one at the door. Explain that you want
students to make eye contact with you, give you a verbal greeting, and—depending on
the age of the students—a high five, fist bump, or handshake. This way, every student
has had positive human contact at least once that day. It also shows students that you
care about them as individuals. If a student was disruptive or uncooperative the day
before, it gives you an opportunity to check in, explain your “every day is a clean slate”
philosophy, and express optimism for that class (“Let’s have a great day today”).

4. Let Students Get to Know You

Students come in to the classroom with preconceived perceptions of teachers.
Sometimes it’s good, sometimes it can be an obstacle. I wanted my students to perceive
me as a trustworthy, three-dimensional human being rather than as the two-dimensional
perception of an “English teacher” that they may already have. Since the only way to
impact people’s perceptions is to provide them with new information or new experiences,
I would give students a quiz about me during the first week of school. (Of course, it didn’t
count.) I’d have them take out a piece of paper, number it from 1 to 10, and answer
questions about me. Things like: Do I have children of my own? Where did I grow up?
What is something I value? What is something I do for fun? What other jobs have I had
besides teaching?

After the quiz, we would go over the answers as a class while I shared a slideshow of
pictures of my children, my hometown, and representations of things that are important
to me, like family, education, a strong work ethic, fairness, and so on. (I would even get
a laugh out of some of their answers.) Students enjoy learning about their teachers, and
the quiz gave me an opportunity to share who I am, what I value, and what experiences I
bring to teaching.

If the “first week quiz” isn’t something you’re comfortable with, think of other ways you
can share with your students:

Who you are

What you stand for
What you will do for students and what you won’t do for them
What you will ask of your students and what you won’t ask of them
5. Get to Know Your Students
The more you know about your students’ cultures, interests, extracurricular activities,
personalities, learning styles, goals, and mindsets, the better you can reach them and
teach them. Some ways of getting to know your students:

Educate yourself about their cultures

Talk to them
Assign journal prompts and read and respond to them
Attend extracurricular events
Have students complete interest inventories or surveys
Have students complete learning style and personality assessments
Hold regular class meetings
Play team-building games with students
6. Avoid Rewarding to Control
Over 50 years of research has shown that incentives, gold stars, stickers, monetary
rewards, A’s, and other bribes only serve to undermine students’ intrinsic motivation,
create relationship problems, and lead to students doing nothing without a promised
reward. The human brain has its own rewards system. When students succeed at a
challenging task, whether it’s academic (a class presentation) or behavioral (getting
through a class without blurting out), their brains get a shot of endorphins. Instead of
devaluing their successes with stickers or tokens, talk to students about how it feels to
achieve proficiency and praise the effort, strategies, and processes that led them to
those successes. Then talk about what they learned this time that will help them achieve
their next successes.

7. Avoid Judging
When students feel like they are being judged, pigeonholed, and/or labeled, they distrust
the person judging them. It’s hard not to judge a student who just sits there doing no
schoolwork after you’ve done everything you can to motivate her. It’s easy to see how
we might call such students lazy. And it’s easy to label the student who is constantly
provoking and threatening peers as a bully. But judging and labeling students is not only
a way of shirking our responsibility to teach them (“There’s nothing I can do with Jonny.
He’s simply incorrigible.”), but it also completely avoids the underlying problem. Instead
of judging students, be curious. Ask why. (Where is this fear or hostility coming from?)
Once you uncover the underlying reason for the behavior, that issue can be dealt with
directly, avoiding all the time and energy it takes to cajole, coerce, and give
consequences to students.

8. Employ Class-Building Games and Activities

It’s important to develop positive relationships with your students; it’s equally important
to develop positive relationships among them. One of the best ways to break down the
cliques within a classroom and help shy or new students feel a sense of belonging is to
engage students in noncompetitive games and cooperative learning structures. There
are hundreds of resources online and in books that provide thousands of appropriate
choices for your grade level. Another benefit of bringing play into the classroom is that it
gives your students a very powerful reason to come to your class—it’s fun.
9. Be Vulnerable
Being vulnerable develops trust faster than any other approach. Admitting your mistakes
shows that you are human and makes you more approachable. It also sends the
message that it’s okay to make mistakes in this classroom. That’s how we learn.
Vulnerability and public self-evaluation also help develop a growth mindset culture: We
embrace mistakes rather than try to avoid them at all costs. We learn from those
mistakes and grow. Make a simple mistake, like spilling a glass of water or misspelling a
word on the board, and instead of making excuses, talk about how you’re glad you made
that mistake, because it taught you something.

10. Celebrate Success

At first this may seem to contradict strategy six about avoiding rewards. It doesn’t. A
celebration is a spontaneous event meant to recognize an achievement. It is not hinted
at or promised ahead of time like an “if-you-do-this-then-you-get-that” reward. Instead,
you might set a class goal, such as the whole class achieving 80 percent or higher on an
assessment. Chart students’ progress on a wall chart (percentages, not individual
names). After each assessment, discuss the strategies, processes, or study habits that
students used to be successful and what they learned and might do to improve on the
next assessment.

Once the class has achieved the goal, hold a celebration. It doesn’t need to be a three-
ring circus. Showing some funny or interesting (appropriate) online videos, bringing in
cupcakes, or playing some noncompetitive games would suffice. The next time you set a
class goal and students ask if you’re going to celebrate again, tell them not necessarily.
It really isn’t about the cupcakes, it’s about the effort and learning.