INTASC principle five is motivation and behavior. Motivation comes with the planning process. To me, this principle means having all of the students active, and still be able to control the behavior in the room. To do this, there should be a firm set of rules to instruct behavior and to get the students active, I would have to plan activities that have the students moving around. More specifically, the students would be engaged and want to learn during this time. First to control the behavior I would have a set of class rules that were developed as a group and agreed upon by everyone or at least a majority. By doing this the students would then know what I expect and it would help me better manage the class. I believe as a teacher to motivate the students you need to relate the material to their everyday life or have the students up out of their seats doing something, whether it is individually or in a group. For instance, there are many current events that could related to what the students would be learning in government or a history class, therefore this could motivate the students to want to know more because of the similar situations.While working one on one with a student at my high school rotation I was able to relate the material he was learning that day about the judicial branch to his life. Motivation is a critical part of a lesson and without it the lesson may not go as well as the teacher wants it to. In The First-Year Teacher's Survival Guide author Julia Thompson gives a few ways to motivate students such as "call on every student every day" and to " Let your own enthusiasm show" (pg 234-35). If the students are not motivated or well behaved they most likely will not learn anything which is why this INTASC principle is important to me as teacher.
Artifact A is my classroom management plan. Included is the classroom management plan attached above. This artifact demonstrates my proficiency in this principle because I was able to develop a plan that promotes positive social interaction and an organized classroom. By establishing the rules at the beginning I will be able to prevent any problems that could arise in my future classroom. This artifact will have a positive impact on student achievement. The rules that I set for this plan will allow the students to know from the beginning what I am expecting. The rules also will coincide with the established school policies that everyone in the building will know. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because I was able to plan a well-organized classroom where the students will know what I am expecting of them every day so that there will be less confusion and problems in my future classroom.
Artifact B is a directed reading lesson that is about the unsettled seventies. Included in this artifact is the lesson plan and other handouts necessary for the lesson. This artifact demonstrates my proficiency in this principle because I have provided a few ways for students to interact in the classroom during this lesson. This includes students working together in small groups and working together as a whole class. I was able to motivate students by relating the topic of the unsettled seventies to their lives and to other classes. I started off the class with a motivational question of “What was going on in the 1970’s?”. This question not only could motivate students to give answers and relate the material to their lives but it also taps into their background knowledge that they would have from other classes. This lesson will have a positive impact on student achievement. To assess comprehension there is a lot of whole-class discussion in order for me to find out if the students truly are grasping the concepts for that day. This artifact demonstrates the “judges prior knowledge” aspect of the Planning-Teaching-Learning cycle because in order for the students to understand the unsettled seventies they have to tap into their prior knowledge of the sixties and other decades before to understand the seventies.
Artifact A is my classroom management plan. Included is the classroom management plan attached above. This artifact demonstrates my proficiency in this principle because I was able to develop a plan that promotes positive social interaction and an organized classroom. By establishing the rules at the beginning I will be able to prevent any problems that could arise in my future classroom. This artifact will have a positive impact on student achievement. The rules that I set for this plan will allow the students to know from the beginning what I am expecting. The rules also will coincide with the established school policies that everyone in the building will know. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because I was able to plan a well-organized classroom where the students will know what I am expecting of them every day so that there will be less confusion and problems in my future classroom.
Artifact B is a directed reading lesson that is about the unsettled seventies. Included in this artifact is the lesson plan and other handouts necessary for the lesson. This artifact demonstrates my proficiency in this principle because I have provided a few ways for students to interact in the classroom during this lesson. This includes students working together in small groups and working together as a whole class. I was able to motivate students by relating the topic of the unsettled seventies to their lives and to other classes. I started off the class with a motivational question of “What was going on in the 1970’s?”. This question not only could motivate students to give answers and relate the material to their lives but it also taps into their background knowledge that they would have from other classes. This lesson will have a positive impact on student achievement. To assess comprehension there is a lot of whole-class discussion in order for me to find out if the students truly are grasping the concepts for that day. This artifact demonstrates the “judges prior knowledge” aspect of the Planning-Teaching-Learning cycle because in order for the students to understand the unsettled seventies they have to tap into their prior knowledge of the sixties and other decades before to understand the seventies.