Module 3 Assignment_ Force Field Analysis
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5353
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Arts Humanities
Date
Jan 9, 2024
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Pages
5
Uploaded by ProfScorpionMaster2823
1
Module 3 Assignment: Force Field Analysis
Mercedes Blose
American College of Education
CI5353 Stands-Driven Learning
Dr. Scott
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Part One:
I currently teach second grade at Maynardville Elementary in Maynardville, TN. I teach
math and English language arts. There are three to four teachers per grade level. Maynardville
Elementary currently accommodates 362 students in grades PK-5. The state of Tennessee has
encouraged student success through state academic test scores throughout the years. The test
scores of Maynardeville Elementary have been below the state average for several years. To
encourage achievement on the state testing at the end of the year I plan to increase rigor in my
classroom and prepare students by providing them with test-taking strategies. By increasing the
rigor in my classroom I will be able to prepare multiple groups of students at different levels.
Driving Forces
Restraining Forces (Barriers)
●
Administrator Support.
●
Teacher freedom to adjust curriculum
to better fit student needs.
●
Prepared and qualified teachers.
●
Limited support at home
●
Student behavior
●
Student motivation
●
Budget for programs for students to
use in class and at home (IXL, Zearn,
Reading Eggs, Etc.)
●
Class Time
Para 1- Over what do you have the most control?
When looking at this list the two things that I have the most control over would be
student behavior and student motivation. Teachers need to be able to take students' desires into
account so that they will be able to have intrinsic motivation. (Wilkie & Sullivan, 2018). By
using intrinsic motivation in my classroom I can help to motivate students to want to do their
best and not just get a good grade. By assessing my students on how they enjoy learning I will be
able to produce intrinsic motivation so that a student is more likely to retain information and be
more willing to complete assignments. When looking at student behavior I have the means to
provide patience to that student by trial and error I can figure out what does and does not work
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for a student and try to accommodate that student in the classroom. If I can't seem to help a
student's behavior the principal and guidance counselor can assess the student and come up with
a behavior plan that will assist the student in the classroom. These would be two things that I
could adjust in my classroom activities that would affect my daily activities very little.
Part Two:
When choosing barriers to get rid of the easiest one was the budget. I have no control
over the budget for my school and with being in a smaller district there isn't much of a budget to
start with. I am capable of asking my school to sign up for these programs so that my students
could use them at home but it's very unlikely that they would be approved. Also, the main reason
I would like some of these programs is so that students would be able to practice skills at home,
but I do teach in a lower-income area and many families do not have access to internet services
so they could use the technology and programs provided. The other barrier I would get rid of
would-be class time. I can not control the schedule of the students nor do I have a say in the
pacing guide. The pacing guide is designed so that students are at least exposed to all the skills
they may need for testing at the end of the year. To provide more class time for instruction the
pacing guide would need to be changed or other activities such as special areas or recess would
need to be removed.
Lastly, I would choose to eliminate limited support at home. Being in a lower-income
area a lot of the parents of my students are not home as much as the students need them to be. If
students got more support at home the ones that were almost on grade level would be able to be
boosted up to the level they would need to be. Because they are not being boosted they can
sometimes fall even more behind. My idea to somewhat overcome this barrier would be to
provide easy nightly things that parents, siblings, grandparents, or whoever would be able to do
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with students just as a nightly practice that could help to retain skills that were practiced. By
doing this I feel that this could help students to not fall behind and even boost students from low
to middle or even middle to high achievement.
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References
Wilkie, K. J., & Sullivan, P. (2018). Exploring intrinsic and extrinsic motivational aspects of
middle school students’ aspirations for their mathematics learning. Educational Studies in
Mathematics, 97(3), 235. https://doi.org/10.1007/s10649-017-9795-y