Task 2 Managing Engaging Learning Environments

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Western Governors University *

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095

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Psychology

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Dec 6, 2023

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Task 2 Managing Engaging Learning Environments Part A- lect on the lesson in the selected video by doing the following: Identify your first video and describe your observations from the video lesson that are relevant to classroom management and student engagement by including the following: The 1 st video that I chose to watch was video #9, using T-Charts to understand and solve math problems. When the video begins the class is seated on the classroom floor with the teacher in the front seated in

a chair next to a whiteboard. As a whole group they cover and discuss various word problems, then the teacher sends them back to their desks to work on the T-Charts that they have together. The student’s desks are placed in groups, some with 3 and some with 4, which makes it very easy for the students to accomplish group work when needed. The T-Chart has ‘what’ and ‘why’ on each side, they describe what they solved on the ‘what’ side and then on the ’why’ they describe why they chose to solve it that way. While the students are working in groups the teacher walks around the room and is checking in on work being done. For the most part the students did a great job working together and accomplishing the work. They seemed very engaged and excited and communicated very well as a whole, despite some of them being EL’s. Part A2- I thought the teacher used some very effective strategies for classroom management. When they were working together as an entire class, they teacher seemed to keep them all engaged and focused on the task at hand. This allowed for the students to follow along and ask any questions that that came up on how they would solve the math problems. She also did a great job and using visuals or hand motions that went along with the key words, that is a very effective way to allow the students to associate with certain words. As she walked around the room, she would check in on certain groups and ask them about how to solve the word problems, instead of just giving them the correct steps on how to solve the problems. She also used verbal cues to get the class to bring their attention back to her, if or when she wanted to discuss something as a whole class again, this was a very effective strategy. For the majority of the video her class was very well behaved and on task. She was very enthusiastic about the lesson and I believed that aided her students in their engagement in the lesson. One thing I observed in the video was the students would eventually get very loud when working and try to talk louder than other students to get their opinion heard. You could solve this reminding the students to use their inside voices and to respect all students’ opinions when working together. Part A3- English Learner: One strategy that could be effective is to give those students visual to use, which should allow for them to understand the problems better. You could also allow them some extra time to work through the problems, so that they don’t feel rushed if they don’t understand or possibly make sure they are grouped with other students that could help them on the problems. Student who is withdrawn and uninterested: I would try to relate the lesson to some of the interests that the student might have, so that they would be more engaged. I would also try to make sure that I was engaged and enthusiastic in the lesson, so that would hopefully draw their attention. Part B- The 2 nd video that I chose to watch was #10, Practicing Presentation and Audience Skills through Science Presentations. During the video the teacher has the class seated all on a rug while the teacher is talking with the class about instructions and discussing questions. The is an ideal setup for having the class work together. Students all worked with their neighbor/s and began thinking and sharing ideas. During the

teacher instruction, they used images to allow the students to identify characteristics of active listening and effective speaking. The teacher also showed a video that went along with the instruction the teacher was giving. The teacher was very enthusiastic is her delivery of the lesson and incorporated the students in it, with giving them jobs to do, like turning off the lights for the video, etc. Classroom norms were discussed throughout the lesson, she kept the student’s engagement and focus throughout by allowing the students to collaborate. Part B2- The students maintained good behavior throughout the lesson, they were respectful by raising their hands and waited to be called on before the spoke. When the students did group work, that collaborated with their peers very quietly. When the class did get loud or begin to get out of hand, the teacher redirected the class and recovered the classroom rules and the behaviors were corrected. On of her students spoke out of turn and without raising their hand, she redirected the student and then he raised his hand wand waited to be called on. The class did a very good job when other students were presenting and sat quietly and respectful of the presentations. A variety of methods were used by the teacher during the lesson to keep the student’s engagement. She used charts to remind them of material that they had already covered previously. She did a good job of relating the material to things in the students lives. When we as teachers correlate the material to aspects in the students lives it helps them to retain the knowledge. Part B3- Student who is easily distracted and disrupts learning: I would attempt to use the strategy of self- monitoring for this student. It will the student to take hold of their ownership behavior. They will able to know immediately if they meet the desired behaviors or not. This strategy allows the student to set their own rewards for desired behaviors and actions. This should allow to student some extra motivation to meet the goals. Student who has already mastered content: I would give that student some more challenging content that is applicable to lesson. This should allow for complete student engagement and reach desired learning goals. Part C- For my 3 rd video I watched #8, Investigating Needs of Plants and Predicting Growth Under Various Conditions. It begins with the students gathered around a white board, while sitting on the carpet. They have all their pushed together opposite of the carpet, so they have maximum room on the floor. The teacher is standing in the front of the room by the white board, talking about plants. The teacher asks various questions to class about what helps plants grow, this helps keeps the students engaged. The teacher has a student from each group come up and get a pan of soil to bring back to their group. Then once they have returned the group discuss the soil amongst themselves and the teacher ask questions. Part C2-

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When the teacher began the lesson, the class was very well behaved and on task. They seemed to be actively engaged and interested in the lesson, once the work became solely group work, they worked quietly and remained on task and productive. If the teacher ever needed the whole classes attention, she would use a verbal cue to grasp their attention and everyone would stop working and talking to focus on the teacher. Towards the end of the video or lesson the students became very loud and would not follow he verbal cues or directions given by the teacher, for that reason I would say that she struggled to maintain good classroom management. Part C3- Two students had a verbal disagreement before class: I would immediately separate those two kids as to hopefully avoid any future issues. Once my lesson was complete, I would talk with each of the students separately and try to get to the bottom of the issue that caused this disagreement. Once I have both sides of the story, I would bring them together and try to help aid the conversation, so a resolution could be resolved between the two students. If this doesn’t resolve the issue, I would refer the students to the administration for them to help resolve it. A student comes to class in an agitated mood: I would first approach the student and ask them why they seem to be ‘off’ or in a bad mood. If they are receptive to this question and tell me something is going on in their personal life, I would ask them if they would like to speak with a counselor about the issue at hand. If it is something school work related, like the material being ‘too easy’, I would try to give them some more challenging work to see if that fixes the mood.

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