Agenda Connecting Activity Designing Effective Choices to: -Motivate Learning -Make Positive Connections and Build Community -Improve Classroom Management Announcements Closing
Outcomes Know the factors of effective choices to increase student engagement and motivation Know how to use choices to build relationships Know how to design effective choices to improve classroom management
Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality
What Choices Have You Given? Take a couple of minutes to think about and jot down choices that you have given your students, whether for lessons, entertainment, recreation, or procedures. Be prepared to share out.
Designing Effective Choices to Motivate Learning
Motivation and Achievement Educators know that students who are motivated tend to learn more. Decades of research continually verify that motivation is integrally connected to achievement. Therefore, teachers very often want strategies that foster motivation in the classroom. Perks, Kevin (2010); Crafting Effective Choices to Motivate Students.
Motivation is Fostered by Choice One strategy that fosters higher levels of interest is choice. However, while choice can be a powerful motivator, it is important to understand the factors that should be considered to prevent choices from having an adverse effect. Factors that will positively influence motivation and achievement are the students’ sense of control, purpose, and competence. Perks, Kevin (2010); Crafting Effective Choices to Motivate Students.
Factors in Designing Choices A sense of control (An essential element of motivation is an individual’s need to feel autonomous.) A sense of purpose (The more meaningful an activity is, the more likely a student will be motivated to complete it.) A sense of competence (Students who believe they will be successful will be more motivated.)
Framework of Effective Choices With whom students will work (When the activity requires students to work together) With what content students will work (For specific skills activities the content is optional) Timeline for completion of activity parts (When parts of activity does not have to be linear) Where students will work (Whether individually or in groups) How a task will be completed (When there are multiple ways to complete the task)
Beware of Causing Decision Fatigue The psychology of decision making references the deterioration of the quality of decisions. Decision fatigue is one of the causes of irrational (Sure, tweet that photo! What could go wrong?) or avoidance of decision making. Giving students too many choices or wide- open project assignments may actually demotivate them by causing too much anxiety over whether they’ve made the right choice or causing them to expend their mental energy on making the decision, rather than on the project itself.
Choice Board Activity Take into account the different learning styles of your students: -Visual -Auditory -Spatial -Kinesthetic Choose one of the above learning styles and create a choice board like the one on the previous slide with choices that specifically address that learning style.
Designing Effective Choices to Make Positive Connections and Build Community
Choices that Build Positive Connections When students are met at the door, the teacher gives them the choice of how to be greeted. Examples: Hand shake Fist pound Elbow bump Hug High Five An appropriate suggestion by the student
Choices that Build Community Let students vote to choose: Which 10 out of 12 quiz questions to answer Whether to answer even or odd homework problems A community service project for the class _____________ Ask participants for ideas of other choices to make personal connections and/or to build community. Record ideas on chart paper.
Designing Effective Choices to Improve Classroom Management
Improving Classroom Management by Giving Choices The more a teacher can build in choices for their students, the more likely students are to feel energized as participants in their learning. A class of students who are engaged in learning are not likely to engage in bad behavior. Smith, Rick (2004); Conscious Classroom Management.
Good/Bad Behavior is the Student’s Choice Teachers have no control over a student. The deeper our respect for this, the easier it is for us to remain calm when we wish we did. We can be a powerful influence, but the ultimate choice of how to behave is the student’s. And with choice comes responsibility. When teachers provide consequences for students, they connect them with the results of their choices, and give them an opportunity to assess those choices. Smith, Rick (2004); Conscious Classroom Management.
Student Chosen Rules and Consequences Giving students input in designing rules and consequences tend to give students buy-in. The effect is students who are more likely to adhere to the rules and to accept the consequences when they are given. This approach works well as long as the teacher is comfortable with it. Smith, Rick (2004); Conscious Classroom Management.
Brainstorm Benefits of Choice Based on the information presented in this power point, recall the benefits that offering choice can have in helping students develop self-confidence and self-control. Identify two areas where choice can be offered to your students and brainstorm 2 or 3 choices that could be offered in each area. On chart paper, design a graphic organizer to display your results.
Our Own Choices as Teachers As teachers, we choose to assume the best about ourselves and others, even in the light of all the evidence we have to support the contrary. All humans have the capacity for goodness. The challenge is to access that in ourselves as we access it in others. What more challenging environment is there than the classroom to choose to assume and remember the best about others? Smith, Rick (2004); Conscious Classroom Management.
Reflecting on the Learning Complete the CAL Survey: What’s working? (What is going well so far this year?) What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) What might be your next steps? (What might you do to address any pending concerns? Can you use anything that has been addressed in this learning?) What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?)
Mentoring Activities Survey Which activities have you completed with your mentor? Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together. Be sure to verify the completion in MAS.
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