IPTS 5-Learning Environment
The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
*5D. The competent teacher understands factors that influence motivation and engagement and how to help students become self-motivated.
Artifact: These are photos I took of two 8th graders' journals that show examples of my constructive feedback, which was part of my special project during my Practicum.
Artifact: These are photos I took of two 8th graders' journals that show examples of my constructive feedback, which was part of my special project during my Practicum.
Reflection
This method of feedback worked as a motivational tool because I remained myself in my written comments. By that I mean I think it's important for the written feedback, whether formal or informal, to be consistent with how you would address someone face-to-face. Make it personal, praise their strengths, and when there's room for improvement, say so in a constructive manner.
In the first example I had more to say to the student because she wrote 3 lengthy journal entries and also invited me to one of her shows outside of school. She met all the requirements of the writing assignment, so I stuck to the positive feedback. In the second example, the student didn't really complete his third journal entry (which you can kind of see at the top of the page). He did an unexpectedly superb job on the first two, though, so I told him that because of that I would still give him full credit. I'm not sure in the future if I'll always be so lenient with points, but since this was sort of a test run, I thought positive reinforcement and encouragement about what he did do well was the way to go, points or no points.
Also, I created a gmail address just for the 8th graders to keep in touch and told them that if they ever need any feedback on future academic endeavors to feel free to reach out to me. I had a teacher in high school offer a "lifetime guarantee," and I've always wanted to give back to students the same way that teacher did for my classmates and me.
This method of feedback worked as a motivational tool because I remained myself in my written comments. By that I mean I think it's important for the written feedback, whether formal or informal, to be consistent with how you would address someone face-to-face. Make it personal, praise their strengths, and when there's room for improvement, say so in a constructive manner.
In the first example I had more to say to the student because she wrote 3 lengthy journal entries and also invited me to one of her shows outside of school. She met all the requirements of the writing assignment, so I stuck to the positive feedback. In the second example, the student didn't really complete his third journal entry (which you can kind of see at the top of the page). He did an unexpectedly superb job on the first two, though, so I told him that because of that I would still give him full credit. I'm not sure in the future if I'll always be so lenient with points, but since this was sort of a test run, I thought positive reinforcement and encouragement about what he did do well was the way to go, points or no points.
Also, I created a gmail address just for the 8th graders to keep in touch and told them that if they ever need any feedback on future academic endeavors to feel free to reach out to me. I had a teacher in high school offer a "lifetime guarantee," and I've always wanted to give back to students the same way that teacher did for my classmates and me.