Dear Ms. Wormwood,
We have noticed all of the hard work you have been implementing in the classroom. We feel that you have been doing an excellent job of managing your classroom. Our team has been studying goal theory, interest theory, expectancy theory, self-determination theory, and self-regulation theory. After conducting some research, we have come up with techniques that you may be able to implement in the classroom to address the motivational problems that Calvin may be having.
Curriculum (Tava):
To be able to use an effective curriculum in a classroom will help set goals and keep track of student development throughout the year. In order to have an effective curriculum, we need to have students set their own goals. By doing this, it’ll help the student feel more in charge of their learning. Calvin hasn’t been the best in the classroom due to the lack of interest in what he is learning, so if we were to differ the curriculum a bit to cater to Calvin’s interests, it will boost his motivation to complete assignments. Have Calvin create goals on what he wants to achieve, and then monitor his progress in achieving those goals. Keeping in track of the development within your students is an important step. By keeping in track with Calvin’s development, you can show him his progress of achievements from his own set goals. This will help Calvin understand that he can learn and improve if he applies effort.
Instruction (Brody):
When designing instruction for your classroom, it is important to allow students to regulate themselves, by creating goals linked to their own interest. These goals allow them to make progress relative to their own learning rather than comparing with other students. To further allow student’s individual interest into the classroom, students should be allowed a level of freedom from whole-class, lecture style instruction. When allowed to drive their own instruction students are more likely to display a higher level of interest, and in turn are more likely to persevere when challenged to display deeper levels of understanding. Specifically with regards to Calvin, a system in which he sets his own checkpoints for a personal project with minimal guidelines may be effective. Calvin often questions the material and allowing him to choose it himself would eliminate this hesitancy. Additionally, if he sets his own checkpoints he only has himself to blame if distractions arise, and he is intrinsically motivated rather than being forced by extrinsic factors. This hands-off approach to instruction could similarly be reproduced with group instruction. In a group setting, Calvin would be motivated less by pressure from the instructor and more by his intrinsic desire to fit in with his peers.
Assessment (Tena):
When using Assessment in the classroom, it is important that we are systematic in our approach and also evaluate. Evaluation is therefore used by teachers to know how much we learn as students. One way to help assess Calvin is to evaluate him. Calvin being evaluated is going to help woodworm know how well Calvin is learning.
Calvin being assessed improves his quality of learning in the classroom. Being more detailed in the
classroom while assessing Calvin would also help him to learn better and grab things easily. It is very
important that while assessing Calvin in the classroom different strategies are used which are: creating tests for Calvin to help evaluate him which I mentioned earlier. Giving feedback also helps when assessing calvin. Because, it helps Calvin to know what he can work on and do better in areas like the tests.
Classroom Management (Natalie):
Regarding classroom management, it is important to take into consideration the actions that can be taken for students before removing them from the classroom. I understand that some of Calvin's behavior is disruptive and distracting to his classmates, but simply kicking him out of the classroom encourages his behavior and is not stopping the behavior. One way to help Calvin to improve his behavior is by encouraging him to work through the assignments he struggles with in class instead of simply giving up. By working through the assignments with him and providing him with encouragement, you will help prosper his natural curiosity and encourage him to learn more. When he faces a challenge during a test or assignment, he becomes disruptive. This is a perfect time to help him persevere through his difficulties and complete the assignment without causing a disruption to the class. Furthermore, when Calvin does have an outburst during class, rather than disciplining him in front of his classmates, Calvin could benefit on an individual conversation on why his behavior was disruptive and what can be done next time to avoid or redirect the behavior. One way to prevent his behavioral outbursts altogether is to teach him self-regulated learning habits. These habits include goal setting, self-monitoring, and self-reflection. At the beginning of each unit, have Calvin set a goal for what he wants to learn and the progress he wants to make throughout the unit. During the unit, ask him about what progress he has made towards this goal in order to help monitor his progress. Finally, at the end of the unit, ask him to reflect on whether or not he met his goal and what he would like to do better in the next unit. These habits put him in charge of his own learning and progress which will keep him more engaged and interested in class. This will help him be more on task in class and less distracting to his classmates. Overall, by adapting these classroom management strategies, you will have better control on not only Calvin's behavior, but also the whole class' behavior.
1-1 Interaction (Ellie):
In terms of building relationships within the classroom, I want to discuss with you the importance of building connections with each of your students. When you are interacting with Calvin, it is important to make the content more interesting to him. Perhaps you could connect his interests back to the content or give him an incentive to participate in his learning. If he is able to make it through the entire lesson and clearly puts in effort he gets five minutes of free time to do what he likes. He obviously has problems becoming fully engaged in the content, if he was given the proper motivation, he would be more willing to put in the work. It is beneficial to provide an encouraging environment for your students so they feel they have a safe space to learn and grow in. This will allow for intrinsic motivation to be established within Calvin. When handing back an assignment and he did well, he deserves to hear positive feedback on his work. Providing positive feedback about what he did well on followed by what he could improve on can encourage him to work better in the future. Show him that you care about his learning and that you want the best for him in the classroom. The teacher should monitor students’ self-regulation by asking them about their goals and their progress and providing feedback on their learning to guide and model self-regulation. That extra support can be all someone needs to make a change. Following that, when Calvin is acting up in class, it is important to reinforce motivational behaviors to help students set high expectations for their learning. Through interactions with students, you should not discourage students but instead motivate them. When he is put down and embarrassed by his teacher, he is less motivated to do well in school. Give him an opportunity to showcase his learning so that he can release that fixed mindset.
It is important to focus on Calvin’s personal goals and help to clarify information when it is needed. Demonstrating questions on worksheets or repeating directions for clarification. Along with this, you might be able to encourage collaboration with others. If Calvin is able to bounce ideas off of other people, he might be more motivated to participate in school work. Get to know Calvin on a deeper level so that you have a better sense of what he is interested in.
Communication with Calvin’s Parents (Lexi):
Communicating with Calvin's parents is essential for his success in building motivation. Frequent communication with Calvin's parents will increase the likelihood of his behavior and motivation in the classroom improving. First of all, we recommend that the school updates Calvin's parents at least weekly with his progress in classroom performance. With our new knowledge of learning theories and strategies, we have put together a plan of how this communication will be effective. Based on expectancy theory, we know that Calvin's motivation comes from his own beliefs about his ability to perform well in school. Furthermore, we know that building Calvin's confidence will inevitably result in improved performance in school. This is because if Calvin expects himself to do well, and feels as though his parents and Ms. Wormood also do, he is more likely to do well. Calvin possessing the belief and expectation that he can do well in school and has the ability to do so, this will increase his likelihood of higher performance in the classroom. Communication with the teacher will need to include discourse about Calvin's view of his own expectations as well as those of the teacher and parents. Using what we know about goal theory, we know that setting goals and addressing them will be essential. Ms. Wormwood should provide positive feedback to Calvin's parents when he is performing well in the classroom, and give constructive criticism to help the parents when Calvin needs support. There should also be communication about what Calvin is interested in to help him set goals and be motivated to work in class. Communication about progress of goals will be essential to Calvin's success. Regarding interest theory, we know that Calvin's parents and Ms. Wormwood should be on the same page about Calvin's personal interests to help build motivation. By knowing Calvin's interests boht inside and outside of the classroom, Ms. Wormwood will be better able to motivate Calvin to learn. With regard of self regulation theory, we know the importance of Calvin's self regulation both at home and at school. Ms. Wormwood should inform Calvin's parents about Calvin's goals and progress towards those goals. When this communication takes place, the parents will be able to monitor those goals and check in with Calvin to encourage independent learning regarding those goals. All in all, communication between Ms. Wormwood and Calvin's parents will be extremely beneficial to monitoring his progress of building motivation in the classroom.
Conclusion
Overall, Ms. Wormwood, our team felt that it is important to establish a stronger relationship with your Calvin. Using his interests to your benefit when it comes to engaging with classroom content. Allow for there to be individual activities to avoid comparison within the classroom and give him specific feedback on his work. We believe that if Calvin is able to set goals for himself within your classroom, he will be better set up for success. We only want the best for you and your students. Our team appreciates you taking the time to read this letter, and we hope it serves you well.
Sincerely,
Team 1