Noemi+Rivas

Fieldwork Research Project A pedagogical approach for equity and access in English Language Arts for all learners to construct content knowledge in the classroom is motivation and engagement. Additionally, one way to ensure its effectiveness in the classroom is consistent and positive classroom management. Classroom management for many educators is the foundation that establishes effective instruction. Classroom management involves creating and maintaining a classroom environment conducive to students learning and achievement (Ormrod, 2011). This fieldwork research suggests that classroom management involves motivation, engagement, and behavior modification. Thus, the first part of this research will focus on misbehavior through a behaviorist theory perspective. The second part of this research will focus on motivation and engagement. Finally, the paper concludes with the implications of these findings on the relationship between motivation and engagement on student achievement. Misbehavior As early as the 1900’s, physiologists began to research human learning and behavior using mixed research methodologies. This theory suggests that we can help students acquire behaviors that are perhaps more complex, productive, or prosocial than the ones they exhibit when they first enter our classrooms (Ormrod, 2011). Since behavior is seen as a product of our environment, teachers can modify misbehaviors by producing a positive and conducive learning environment. Some assumptions that rose from this research are implemented in the classrooms such as reinforcing desirable behaviors and behavior modification. Thus, the systematic use of behaviorist strategies can lead to significant improvements in academic performance and classroom behavior. (Ormrod, 2011). At our school, behavior modification is a key component of classroom management. We have a set of expectations that students are required to meet. Our job is to implement those expectations in our classrooms in hopes of obtaining positive behavior throughout our school and classrooms. Motivation and Engagement

One pattern in research introduces the relationship between motivation and engagement. Quantitative research shows that fifth graders with extrinsic and intrinsic motivation had higher reading and math scores than their counterparts (Broussard, 2002). Student’s assessments were analyzed after a nine-week period to determine academic achievement. Although the results clearly indicate that motivation increases student achievement, some limitations exist in this research because students were not randomly selected and the study focused on a specific number of factors. However, it does imply that motivation is an essential element to consider when analyzing academic achievement. Further reading declares that engagement is a form of intrinsic motivation.

Students who are interested in what they study show high academic achievement and are more likely to remember the subject matter over the long run (Ormod, 2011). A case study provides insight into the reasons for student engagement in a lesson. Some of the reasons were conceptual themes to guide inquiry, real-world interactions, encouragement of self -direction, variety of texts, social collaboration, and opportunity for self-expression. This suggests students need to have choices in their learning as well as the opportunity to work in groups to produce and maintain engagement. Thus, the level of engagement is the vehicle through which classrooms instruction influences student outcomes (Irvin, 2007). Engagement needs to be present in order for students to become invested in their learning.

This Powerpoint present some student centered instructional tools provided by Smagorinsky that can help increase motivation and engagement in the classroom.

Further research links positive classroom management strategies with an increase in student engagement and a decrease in misbehavior. Teacher B responded to student misbehavior by primarily ignoring student misconduct and had the highest number of student contributions while teacher A had the highest number of negative responses to student misconduct and the lowest number of student participation (McCoy, 2006). This implies that motivation through positive classroom management not only increases engagement but also reduces misbehavior. Although the research has some limitations such as the differences in lessons and student activities, this study clearly illustrates how motivation and engagement is linked to classroom management.

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This five minute video shows how this teacher thinks outside the box and uses auditory and kinesthetic learning practices to engage his students. He also uses Piaget's and Vygotsky's social learning theory by allowing his students to interact and learn from one another.

Implications What I learned from this research is that motivation and engagement are two key factors in classroom management and student achievement. Throughout the readings, student motivation and engagement consistently showed up as elements of efficient classroom management. Thus, motivation, engagement along with efficient classroom management are some essential pedagogical approaches that must be implemented so that all students not just in English Language Arts obtain academic success all across the spectrum.

References

Broussard, Sheri C. The Relationship Between Classroom Motivation and Academic 1989, Achievement in First and Third Graders. Louisiana State University, December 2002. Irvin, Judith L. “Student Motivation, Engagement and Achievement.” Taking Action on Adolescent Literacy, 2007 Key Factors in Developing Effective Learning Environments: Classroom Disciplinary Climate and Teacher’s Self-Efficacy. Creating Effective Teaching and Learning Environments: First Results from TALIS. 220-241 Kratochwill, Tom. “Classroom Management.” //American Psychological Association.// Retreived from http://www.apa.org/education/k12/classroom-mgmt.aspx# Lemov, Doug. Teach Like A Champion: 49 Techniques that Put Students on The Path to College, Jossey-Bass, San Francisco, 2010. Marzano, Robert. The Key to Classroom Management, Wilson Web, 2003. McCoy, Lea P. Consequences of Teacher Response to Student Misbehavior on Classroom Engagement. Wake Forest University Department of Education, December 2006. Oliver, Regina M. Effective Classroom Management: Teacher Preparation and Professional Development. The National Center for Teacher Quality, December 2007, 1-19. Ormrod, Jeanne E. Creating a Productive Environment. Educational Psychology Developing Learners. University of New Hampshire, 2011, 459-501. Smagorinsky, Peter. Why Conceptual Units? Teaching English by Design. New Hamphsire, 2008, 111-128.

RUBRIC – Fieldwork Research Project EDUC535 //Copy and past the rubric to your project, or upload separately to your instructor, with the title: Last name, Fieldwork Research Rubric//

(approximately 5-10 key articles, research studies, or literature reviews in APA formatted reference list) || Research to support stance is synthesized as evidence for stance, and not merely reported; research represents the literature on focal issue || Research to support stance is mostly reported and summarized, and used as evidence for stance in a cursory way; may not be representative of literature on focal issue || Research is not adequate to support stance and/or is used to summarize readings, not as evidence/ support for stance ||  ||   || //well done - I'm glad you covered this important topic with so many solutions.//
 * || 10 || 5 || 1 || Your Comments || Score ||
 * Stance on focal issue ||  || Stance reflects pedagogical approach for equity and access in ELA for all learners to construct content knowledge || Stance is unclear or reflects more traditional pedagogical approaches that maintain the status quo rather than promote construction of learning for all learners ||   ||   ||
 * Focal Issue ||  || Focal issue is summarized (with supporting citations) to explain its history in U.S. schooling & its importance to student academic success || Focal issue is touched upon (with some citations) – its history in U.S. schooling may be tangentially explained and/or its importance to student success may be cursorily explained or misunderstood ||   ||   ||
 * Research
 * Pedagogical Approach || Pedagogical approach in the classroom is discussed within the stance and support for stance reflecting engagement of students in meaningful learning || Pedagogical approach in the classroom is somewhat clear but may not support the stance, or may not reflect engagement of students in meaningful learning || Pedagogical approach in the classroom is tangential and unclear as to how it supports stance, and unclear as to how it supports engagement of students in meaningful learning ||  ||   ||