DO95 Task 2
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Western Governors University *
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095
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Communications
Date
Jan 9, 2024
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docx
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6
Uploaded by DoctorReindeerMaster1436
Strategies for Active Engagement DO95-PRFA-DKM2-TASK 2
KELSEY CONKLIN
3
A.
Select a video to watch from the attached “Task 2 Video List” and reflect on the lesson in the selected video by doing the following:
1.
Identify your first video and describe your observations from the video lesson that are relevant to classroom management and student element by including the following:
The first video I had chosen to watch was the Investigating Needs of Plants and Predicting Growth Under Various Conditions
*Elements of the learning environment (e.g., classroom layout, learning materials): The classroom layout had small groups of tables throughout the back of the room which seemed she enjoyed small group work. There was also a carpet in front of the classroom for class
gatherings and large group discussions. The teacher looked very organized with labels on cubbies
for the students to recognize where they can gather their materials as well as return them. The clock seemed to have some labels to help the students use their time wisely and learn time management. * The teacher’s actions: The teacher went over some things that should have been background knowledge or a refresher course for the lesson. She gave the students her instructions before she had them in their small groups and gave out the activity. The teacher tended to stand in the front for a while before going around and assisting the student’s group that may need more help. The groups became a little excited, so the students became a little loud, but the teacher remained calm and collected. She did use an attention getter of “Eyes on Me” which the students are cued to stop what they are doing and to listen to the teacher. * The student’s behavior and engagement: The students immediately got excited to work with the dirt and other materials. They were paying attention to instructions. The students did get a little excited with working either in groups or about the project. The noise level did seem to get a little loud with the students, this seemed to cause some struggles with listening, this can cause some students to become uninterested because they didn’t understand or hear the proper procedures. The teacher was trying to ask questions, but the students seemed to just all shout out the answers because of their excitement and wanting to answer the questions correctly. 2.
Evaluate the effectiveness of the teachers’ strategies for classroom management and student engagement in the video by doing the following:
a.
Explain how effectively the teacher managed student behavior, using theory or effective classroom management practices to support your explanation. Initially, I saw the students where quieter and were raising their hands to answer questions but as time went on and the students split into their groups, the noise level rose,
and the raising of the hands slowed down. The teacher should use an attention getter, I like to use the word “eyes” with the students replying back with “on you” to give them a reminder about the noise level and resets the noise back down. Another thing instead of blurting out answers or waiting to call on someone the teacher can give the students white
boards and as she asks the question, they can write it on their whiteboards and the teacher
can say yes or no and explain the why’s. which then can open to a group discussion later if students have questions or still not understanding the material. 3.
Describe a strategy you would use to motivate and engage each of the following students in this lesson, using theory or effective classroom management practice to support your strategies. a.
An English learner (EL)
The teacher should have used more visual aids to demonstrate the material. I also believe lowing the noise level down would help the learner be more engaging because they can be heard and ask questions If need be. I also believe that keeping one person talking at a time will help them be able to comprehend the sentence rather than trying to listen to 5 other students. b.
A Student who is withdrawn and uninterested in lesson content I think that when students are working in small groups is the perfect time to go around and get on the student’s level. The teacher could have seen this child being a little withdrawn and walked over and asked if there was a problem. Maybe they don’t like playing or touching soil if she asked that and the student said yes, she could have found an accommodation like giving them gardening gloves or plain medical gloves. She also could have used an outside resource like Brain Pop to show the different types of soil and
the soil textures to help get the kids engaged. The teacher could also had them in partnerships instead of groups to help some of the social anxiety that comes with groups of peers. These are just a few examples that a teacher can motivate or help a student that is withdrawn or uninterested. B.
Select a second video to watch from the attached “task 2 Video List” and reflect on the lesson in the selected video by doing the following:
I am using the video “T-Charts to Understand and Solve Math” this took place in a 2
nd
grade classroom. 1.
Identify your second video and describe your observations from the video that are relevant to classroom management and student engagement by including the following:
*Elements of the learning Environment: The teacher starts out with a dry-erase chart. The desks are grouped to gather in the back of the room while there is an area rug in the front for students to gather on. There are many math reference sheets along the walls for students to reference. There are little cubbies for the students to put their backpacks and lunch boxes to help get them out of the way. The teacher as all the students’ materials needed for this lesson already on their desk waiting for them.
*The teachers Actions:
While reviewing and giving out instructions the teacher remained positive and upbeat. The teacher did some hand gestures with the students to signal math operations, the students seemed to respond in a positive way indicating that the students use them often. When students were asking questions instead of blurting the answer, she would ask questions back to help them figure out the answer using critical thinking skills. The teacher seemed to be a firm believe in positive feedback because she was consistently giving it out. Especially when helping students figure out the answers to their own questions. The teacher is a good example of Skinner’s Operant conditioning. As she leads the lesson with questions and expects answers however, she also rewards students with positive
feedback or praise. *The Students Behavior and Engagement Students were actively listening and were engaged with the teacher. The students were responding to the teacher with the usage of hand signals. There weren’t any kids up wandering around during the work time. You could tell the teacher set her expectations and boundaries up from the beginning and consistently worked at them with her students to create routines and norms of the classroom.
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2.
Evaluate the effectiveness of the teacher’s strategies for classroom management and student engagement in the video by doing the following:
a.
Explain how effectively the teacher managed student behavior, using theory or effective classroom management practices to support your explanation.
To help the students that are wandering around the teacher could offer flexible seating to help combat the need to be walking around. The teacher could also give gentle but form reminders to the student to remain in their seat. She can also give reminders throughout the class to enforce the students’ norms and the teachers’ expectations. 3.
Describe a strategy you would use to motivate and engage each
of the following students in this lesson, using theory or effective classroom management practices to support your strategies:
a.
A Student who is easily distracted and disrupts the learning of others:
If a student is easily distracted, then maybe putting a desk blocker on their desk to
help block out the other students can help. The teacher could also move the child closer to
their desk to help remind them to be focused and on task. If they are being disruptive, it could also mean their bored and the lesson is too easy for them, so the teacher can find harder activities. The teacher can also redo the small groups if their finding that one student is being distracted by another often. b.
A student who has already mastered the content of the lesson.
The teacher can give that student a more challenging activity or a high grade level activity to help keep that student engaged. The teacher can also buddy that student up with someone who is understanding but might need a little push. A lot of students who have mastered a lesson love helping others figure it out as well so that they are not bored going over the same lessons. C.
Select a third
video to watch from those provided in the attached "Task 2 Video List," and reflect on the lesson in the video you select by doing the following:
1.
Identify your third video and describe your observations from the video that are relevant to classroom management and student engagement by including the following: Practicing Presentations and Audience Skills through Science Experiments Video- Set in a Kindergarten Classroom *Elements of the learning environment (e.g., Classroom layout, learning materials):
The teacher has a chart at the front of the classroom that has the classroom norms and expectations of the classroom. The teacher has a huge area rug at the front of the room for Students to gather on. There are main posters around the classroom to give students reminders at that grade level. There is a whiteboard or smart board at the front of the classroom that can be seen anywhere on the rug. *The Teachers Actions:
The teacher talks to the students calmly but with enthusiasm to help get the students excited to present. She goes over the expectations and rules that they need to follow while their fellow peers are presenting their science project. She asks the students questions about the rules to engage them and check that they are listening to her. She also uses her chart in the front to give them
reminders. She shows them examples of how they should be acting and presenting on the smart board. She asks them questions through out to do listening and learning checks. Once she is done, she has the students take turns in presenting their own projects. At one point a student got distracted with something and she calmly asked for the object. The student gave it to her with no problems and the seemed to be apologetic and the teacher responded in a positive way to not hurt the students’ feelings. *The student behavior and Engagement
The class seemed to respond very positive to the teacher. They raised hands and patiently waited their turn. Students seemed to be paying attention were respectful as their fellow peers took turns presenting their work. The students seemed excited in their work and got to pick what they wanted to present. The students were given signs to show that they were paying attention to the speaker. This helped keep the distractions and noise level down. It helps students stayed engaged as well. 2.
Evaluate the effectiveness of the teacher’s strategies for classroom management and student engagement in the video by doing the following:
a.
Explain how effectively the teacher managed student behavior, using theory or effective classroom management practices to support your explanation.
The teacher was able to engage her students, she was up moving around, and her tone of voice was calm and clear. She allowed the students to pick their own projects which helped them explore their interest. She gave them encouragement to present their own projects as well as teaching the audience that everyone deserves the same amount of respect as a teacher. The students were participating in their classroom norms of raising their hand and staying seated. The students where engaged and excited for their lesson, they were not disruptive nor were students wandering around. The teacher follows Kohn’s student directed theory by allowing the students to pick their topic for their presentation project. 3.
3. Describe a conflict management strategy you would use to maintain a safe and productive learning environment during this lesson for each
of the following examples, using theory or effective
classroom management practices to support your strategies:
a.
Two students had a verbal disagreement before class. Their disagreement continues during this lesson, and they make antagonistic comments to each other that you (the teacher) and other students can hear.
Well first I would ask the presenter to pause their presentation so that the student can get everyone’s attention. I would then ask the students to separate so that the presenter can finish presenting. Before I call up the next presenter, I would go to each student to ask what happened and try to have them resolve it in a positive manner. Many times, disagreements happen because they misunderstood something that was said. Once I can fix the disagreement, I would call up the next presenter and continue on with the lesson. I
like to fix problems in the moment because everything that happened is still fresh in their mind. For me it seems to work also fixing the problem as soon as possible because then it’s not festering inside the students where a potential blow out could happen. b.
A student comes to class in an agitated mood. This student makes challenging comments to you (the teacher) such as “Leave me alone” and “This is stupid” after you give reasonable instructions for participation.
First, I would let them sit for a few minutes, ask if they would like to take a moment in the hall. Once I do that, I would join them in the hall and ask what the problem might be. If they refuse to say anything I will get down to their level and just explain that its okay to have bad days, it’s okay to be mad, sad, or any other emotion they
are feeling, however it is not okay for them to give me disrespect when I have not earned it. I will then let them know that I am there for them to talk to about anything, school, home, sports, whatever they need. I will then let them know that I will give them a few more minutes in the hall, but that I expect them back inside the classroom. I will also let them know that I expect them to at least do the activity, but I will give them a pass on having to participate in any discussions unless they want to. I will then go back into the classroom and expecting them to follow a couple of minutes later. At the end of the
lesson before transitioning to the next lesson I will check back in on that student if it seems their mood or tone has not changed.
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