Reading 3 sees Motivation as the key to CRM, Reading 4 sees being proactive and reading 6 suggests assertive and empathetic communication as the main force in effective CRM and discipline. Identify which of these approaches is most applicable to your relationship with and management of a class.
Clare Taylor | (172.16.17.88) | Friday, 25 May 2001 1:49:49 PM
I don't think I'd want to choose any one of these approaches in preference to another because I don't see them as being inconsistent with each other or mutually exclusive. Each writer has a different persepctive but they are all talking about the importance of, and ways of having, effective working relationships with school students.
I agree with pretty much everything Campbell (reading 3) suggests in terms of the big-picture context ie that people are hard-wired to learn but we have problems with learning, motivation and discipline because we put students in escessively prescriptive, controlling, irrelevent and disempowering school environments. I agree with her appeal to teachers to relfect on their practices and formulate ways of providing stimulation, support and engagement for students. as a basi orientation to relationships with students it makes a lot of sense.
Land (reading 4) is also sceptical about the value of "segmented, authoritarian, stratified, adversarial and alienating" school environments and invites teachers to reflect on their own attitudes and practices. He describes concrete policies applied in his school to promote inclusive, mature relationships between students, teachers and parents. For new teachers he emphasises the importances of starting out "on the right foot", with lots of support and advice from colleagues. All of whcih makes a lot of sense to me as well.
Andoni (reading 6) connects teacher stress with poor relationships/CRM/discipline and argues that stress can be reduced if we meet students' needs (a la Glasser), avoid moral judgements about behaviour and manage that behaviour on the basis of lots of "cut'em off at the pass" techniques.Those strategies seem practical and based on positive assumptions about students and I'd want to be able to make use of them.
Jenny Latham | (10.0.73.173) | Sunday, 27 May 2001 10:15:35 AM
I consider that all students have an inner desire to learn (Campbell) but that frequently these needs are drowned or restricted by rigid curricula and authoritarian teaching styles. The basis of effective CRM is to acknowledge this innate learning requirement of the pupil and structure teaching/learning practices around this idea. Strict discipline codes imposed on the students (Land) often lead to strained teacher/student relationships. This necessarily leads to confrontation and inevitable stress both for teacher and pupil. Inappropriate classroom behaviour may disrupt others learning, reduce respect and inhibit the student's own learning.(Andoni)Developing an empathy with the students by an awareness of their cultural and socio-economic backgrounds, will ensure harmony and trust. As a teacher I aim to be viewed as a mentor/facilitator rather than an authoritarian figure.
Crispene Nathan | (202.67.64.138) | Sunday, 27 May 2001 2:04:12 PM
Reading 3 : It mentions that "research shows that strategies used in the classroom can contribute to the problem of student motivation". These "strategies" would be, I think, the more traditional method of a teacher centred lesson, note-taking, and others mentioned in the report. Whilst I agree with the philosophy outlined in this article, I suspect that many teachers prioritise classroom management and therefore use these strategies which give the teacher most "control", but which lead to downshifting. We tend to reproduce our own models of education and everyone likes to feel in control. Especially as a new teacher I will have to fight very hard to allow myself to let students take risks and be responsible for their own learning. The activites briefly outlined on pge 22 seemed more suitable for an English class, but not for maths or physics.
Reading 6 gave excellent practice advice which I would love to master, but I think that I will only have knee-jerk reactions in the initial period. As a diplomatic answer to the question, I would love to implement the strategies in reading 3 - to create a secure environment where my students would feel free to explore and assess their own learning. And, to implement the points in Reading 6 for discipline - to maintain a cool, measured behaviour when dealing with provlems and discipline; to remain detached from a situation whilst always trying to empathise with the student. Easy to say.
Andrei Laptev | (129.78.64.5) | Monday, 28 May 2001 9:13:20 AM
For me motivation is connected with the teachr being able to effectively communicate with his/her group. To simply seperate these two is impossible. The most effective teaching i've done (it's not that much really) has been when i show an interest in the topic and manage to communicate a similar vibe to the students at THEIR level. To purely attempt to motivate the group by simply whipping them into a learning frenzy is impossible. To be able to make the topic relevant to the class is the challenge and if one achieves this it's almost taken for granted that he kids would be motivated.
Hannan Ibrahim | (129.78.64.5) | Friday, 1 June 2001 5:18:27 PM
For me motivation is the key for alot of students
Hannan Ibrahim | (129.78.64.5) | Friday, 1 June 2001 5:50:12 PM
For me motivation is the key for alot of students.If you can communicate effeciently in your classroom without motivating students at the same time,then personally I haven't accomplished teaching them anything.In article 3,it mentions that you can't teach students unless you have totally captured their attention or focus.When I begin to teach students, I will design interesting programms(with enthusiasim),that I know will begin their desire for learning.Teachers have to be motivated at the same time.You just can't put the blame on students.Teachers should try and create a relexed classroom environment and allow students to see that the lesson is going to be envigorating and exciting.I would try and accomplish these factors in my future role as a teacher.
Esther Choi | (210.8.224.2) | Saturday, 2 June 2001 10:53:55 PM
I could probably use all three in varying proportions depending on the students. I'm sure some students will react much more readily if we use the motivation technique but there will always be someone who won't budge no matter what you try. We need to consider their "hidden" problems which is probably being the empathic teacher as reading6 suggests. All three sound really good but again how realistic they are and what might work I won't find out until August. The practical outline for different situations in reading 6 seem really useful and will certainly be my starting point for CRM. Mike, I would like to know if the part where the reading3 writer writes about the administrative staff being prepared to provide teachers with time to reflect on their work, to formulate improvements and to increase their knowledge base can really happen in real life.
Reema Hozeiran | (172.16.17.91) | Monday, 4 June 2001 10:37:58 AM
I believe that all the above three approaches are important and are completing each other.
I agree with author of SESSION 4/ we establish our credibility with individual students & class on the first day. The impression we create on this first day will either motivate the students to the subject or objected.
I also agree with author of SESSION 6/ Every teacher will be facing misbehaved students, and to successfully manage this inappropriate classroom behavior we as teachers should have assertive & empathic communication skills.
But I believe that motivating students to learn is vital because I find the aim from above two approaches is to find ways to motivate students to learn. Teaching process is about how to motivate students to learn because students will not learn if they are not interested with what they are learning.
Reema Hozeiran | (172.16.17.91) | Monday, 4 June 2001 10:43:55 AM
I believe that all the above three approaches are important and are completing each other.
I agree with author of SESSION 4/ we establish our credibility with individual students & class on the first day. The impression we create on this first day will either motivate the students to the subject or objected.
I also agree with author of SESSION 6/ Every teacher will be facing misbehaved students, and to successfully manage this inappropriate classroom behavior we as teachers should have assertive & empathic communication skills.
But I believe that motivating students to learn is vital because I find the aim from above two approaches is to find ways to motivate students to learn. Teaching process is about how to motivate students to learn because students will not learn if they are not interested with what they are learning.
Georgina Birch | (129.78.72.104) | Monday, 4 June 2001 10:46:57 AM
I believe the reading on Motivation and reaching the kids before you can teach them is significant. Without motivation we have nothing, we achieve nothing both as a teacher and a student.If l wasnt motivated to be a teacher l would not bother doing this course and for that matter turning upto class every day. The essence here is that l am motivated to learn and to achieve a 2 year outcome. But where does this motivation come from. I found that the Implecations for Education addressing motivation to be very important. I think in the past, teaching practise has failed to look at motivation in a true psychological perspective. But now as teachers to be successful we must have knowledge of how the brain works and consequently how students learn. Therefore the teacher must orchestrate the learners expereince so that all aspects of the brain are operated. For example, it is important that a teacher provide visual, auditory, kinaesthetic, technological skiils. This type of student engagement is certainly not automatic and requires innovative teaching techniques that build on the students knowledge and experiences. Consequently as more teachers adopt a more flexible, brain based approach, the teaching and learning process will be more exciting and both student and teacher will be motivated in the process.
Luzviminda Macasaquit | (203.76.17.27) | Tuesday, 5 June 2001 9:48:12 PM
All of the above three approaches are significantly relevant and applicable depending on student behaviour. I agree with reading 4 that as beginning teacher you need to to establish your own credibility on the first day of class because I strongly believe that first impression do really counts. I also think that if students are interested and well motivated in learning, then discipline problem will be lessen. I can then say that Motivation is one of the KEY’s in good classroom management.
Antonijo Knezevic | (129.78.64.5) | Thursday, 14 June 2001 1:54:10 PM
MOTIVATION is central to everything we do in life, from washing the dishes to brushing our hair. In order to motivate students I think that the teacher MUST be able to demonstrate a worthwile outcome in order for students to have a interest in doing a particular thing. The goal at the end of the tunnel for most students is to go home at the end of the day...but to make them keen to learning experiences in the class the teacher should negotiate a dynamic learning environment with him/herself and the students. Th give a example of this, i think the classroom is one little nation and we are the presidents, just look at how our nation is structured to structure your own classroom learning environment.
INGRID SILCOCK | (210.8.232.5) | Thursday, 14 June 2001 10:53:01 PM
I would have to agree with the majority of the responses that reading 3 on motivation has most relevance to my philosophy's of my teaching. Especially in a music class, which is what I will be teaching, having motivated students in the class will change the whole classroom environment. Engaging students I believe has everything to do with the idea of 'downshifting'especially to do with to contributing factors e.g. little variation, assesment threat, few opportunities for creativity and teacher centred activities.
I also believe classroom activities contribute to downshifting in the classroom. This relects on the teachers ability to engage and allow creativity in the classroom. In reality if the students are not engaged, we could not expect to teach the students effectivly.
I thought the comment about allowing studnts to make connections with life experiences very interesting.I do believe also that the teacher has alot to do with the extent to which students with aborb information in the teachers approach and creaivity of activities.
Students I agree need to have direction but need to find problems for themselves in order to allow them to learn effectly. If students are motivated by wanting to find out, and investigate subjects this will help them in all areas of the curriculum.
The activities to counter downshifting make alot of sense in putting a degree of self responsibility onto the students themsleves. The list in paper 3 is quite extensive, but there are no ideas which don't make sense and would not 'work'.
Another really interesting issue raised was the concept of designing class activities which suit all learning stylesin the class is important and should not be overlooked or seen as 'too much trouble' on the teachers behalf. If class activities are varied, and all students are enventually motivated in some this would obviously be better than only motivating a small group of students each time the class is run. I really believe stongly in the ideas of motivation and will keep them in mind when I am infront of the class.
The information in session 4 is quite inconclusive and doesn't really deal with issues of classroom management, rather developing first teachers' credibity not in engaeing stuidenrs in order to motivate their learning compared to the session 3 issues.
The thoughts discussed in the session 6 paper are of a practical real life nature using issues relevant to classrooms in the 21 century. He is critical of the research done on classroom mangement rather relating ideas of a more real life practical nature in his approach was the main thread of the paper.
the thoughts on the ideals of examining their ethics etc. relates closely to the motivation paper with its concepts. However session 6 looks more into the analyse of behaviour after the incident has happened rather than the prevention in the first place (like in session 3).
Finally the section in this session (6) just like in sessions 3 which closely relates the my beliefs of teaching that we as teachers are able to relect on our own teaching experiences in order to formulate ways of dealing with many situations and issues which occur so regularly in teaching students'.
Wendy Kemmis | (202.7.209.121) | Tuesday, 19 June 2001 8:44:53 PM
If students are motivated in the first place, would classroom managment be an issue? I suppose we can say that motivating students is more of a prevention than a cure. And I guess that as beginning teachers, we need to remember that we can't walk into a classroom and expect respect, just like students can't expect us to respect them. Respect must be earnt over time. And I know some of you out there are going "yeah yeah yeah, we know all that" but there's a huge difference between knowing, understanding and doing! For those who still don't understand...well...there's not alot of help. So coming down hardish in the first week is probably a good idea. Some say that first impression last....but think hard. Those teachers we loved at school, how did they introduce themselves to begin with? In the end though, we still need to put ourselves in students and our collegues shoes so that we can know exactly how to motivate them!
Wendy Kemmis | (202.7.209.121) | Tuesday, 19 June 2001 8:47:56 PM
If students are motivated in the first place, would classroom managment be an issue? I suppose we can say that motivating students is more of a prevention than a cure. And I guess that as beginning teachers, we need to remember that we can't walk into a classroom and expect respect, just like students can't expect us to respect them. Respect must be earnt over time. And I know some of you out there are going "yeah yeah yeah, we know all that" but there's a huge difference between knowing, understanding and doing! For those who still don't understand...well...there's not alot of help. So coming down hardish in the first week is probably a good idea. Some say that first impression last....but think hard. Those teachers we loved at school, how did they introduce themselves to begin with? In the end though, we still need to put ourselves in students and our collegues shoes so that we can know exactly how to motivate them!
Jackie Saisithidej | (203.108.0.58) | Monday, 2 July 2001 11:41:16 AM
I find it difficult to identify one particular approach that I would favour. The different approachers are just that, different - not better. The approach I would choose would depend very much on the class, the relationship I have with them, my own confidence as a teacher, the time of day, the time of the school year and nuerous other variables. However, having an engaged and motivated class will generally mean less disruptive behaviour.
The readings provide practical suggestions for motivating students and thoughtful suggestions for teachers to consider when entering their classrooms whether as new or experienced teachers.
Tracy Chang | (203.76.17.27) | Monday, 2 July 2001 12:28:24 PM
I think motivation is still the key to successful teaching and learning. Once teacher and learner are motivated to do something, all other would follow quite nicely. To help the learner develop and grow in skills and in personality, I as ateacher must also responsibly assume my role as a positive role model.
Tracy Chang | (203.76.17.27) | Monday, 2 July 2001 12:30:47 PM
I think motivation is still the key to successful teaching and learning. Once teacher and learner are motivated to do something, all other would follow quite nicely. To help the learner develop and grow in skills and in personality, I as ateacher must also responsibly assume my role as a positive role model.