10/5/2023
Dear Ms. Wormwood,
Hello! We are a group of students coming to you to talk to advise you to improve your student, Calvin, focusing on the motivational patterns he portrays in your room. We have each spent some time focusing on self-regulation, goal theory, interest theory, expectancy theory, and self-determination. We have a variety of topics we are going to split up to give some suggestions on.
Curriculum: Ryan Wood
In addressing Calvin's motivation problems, it is crucial to consider a well-structured curriculum and teaching approach. In order to ensure said curriculum is supported by research, the following five strategies will be grounded in motivational theories: fostering autonomy, setting clear and challenging goals, offering constructive feedback, cultivating interest, and creating a supportive learning environment. By incorporating these strategies, you will be more capable of understanding and addressing Calvin's various motivation challenges.
One effective approach involves utilizing Self-Determination Theory which emphasizes the significance of autonomy in enhancing intrinsic motivation. To implement this theory, consider providing Calvin with opportunities to make choices regarding how he engages with the subject matter. An example of this would be allowing Calvin to choose between various homework formats such as a sculpture presentation, a written paper, or a creative story. This could help empower him to have control over his learning process, boosting his intrinsic motivation.
Goal Theory suggests that breaking down complex subjects into smaller, achievable goals can enhance motivation. In the context of Calvin's learning, you could consider dividing the subject matter into smaller milestones. An example of this would be breaking a long English paper into sections with specific due dates before the final draft due date. This can help Calvin by giving him a more structured path to success. In addition to this, helping Calvin understand the relevance of these goals to his personal growth and future aspirations will significantly improve his motivation and commitment to achieving them.
Self-Regulation Theory emphasizes the importance of specific and constructive feedback in growing self-regulation skills. To best implement this theory, you could provide Calvin with detailed feedback on his progress. In addition to this, it would likely be beneficial to encourage him to set objectives and monitor his performance regularly. This can help empower Calvin to take control of his learning journey and improve his motivation.
Interest Theory suggests that sparking Calvin's curiosity and interest in the subject matter can significantly enhance his motivation. To best achieve this, you should consider incorporating real-world examples, practical applications, and/or intriguing stories related to the topic. An example of this would be connecting science and history to his love of dinosaurs and/or math to finances for funding his time machine and cloning device can ignite his passion and enthusiasm for the subject matter.
Expectancy Theories emphasize the importance of establishing a classroom climate where Calvin can feel safe to express himself. In such an environment, Calvin would be more likely to take intellectual risks and understand that personal challenges can lead to success. Encouraging Calvin to view challenges as opportunities for growth will likely significantly improve his motivation.
Overall, by focusing on these five strategies grounded in motivational theories, you can better create a more engaging and motivating learning experience for Calvin.
Instruction: Libby English
As far as instruction goes, I have a few ideas that might be beneficial for Calvin's learning. Calvin is a very extrinsically motivated student; he needs something tangible as a reward for completing his work and doing well. Implementing a simple reward system for Calvin can help him tremendously with his studies and keeping him focused in the classroom. Since he is interested in dinosaurs, the reward system could be that he does 6 assignments well and he can get a dinosaur related prize, or something along those lines. Since he is extrinsically motivated, Calvin is concerned with anything other than school, it's his last priority. To help turn his motivation around, making the learning more fun or allowing him to have a say in it will help him. Ways to do this looks like tying outside things that interest Calvin (like dinosaurs) into the lesson. Teaching with things that interests him will create intrinsic motivation making him more likely to do well in school. This will help him keep his focus in class and help him create a drive to learn because it is something he cares about. As far as allowing him to have a say, he needs this to help him regulate himself. Allowing him to have a say could be if he wants to do a project in a different way allowing him that. Lastly, setting and achieving goals will be very helpful to Calvin. By having those goals that Calvin wants to achieve, when he does achieve them he will feel good and want to keep that up. Helping Calvin figure out what school goals he wants to set and helping him achieve those goals is a really good way to help him in the classroom. The best way to do this is to sit down with Calvin and find out what he wants out of his education, how he can achieve that, and coming up with a learning plan that accomplishes that.
Assessment: Ariel (SRT)
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Classroom Management: Aaliyah
Every classroom should have classroom management strategies to help approach students and set expectations for every individual. In a classroom we are looking for acceptance, success, and group guidance. A few suggestions I have to help build your classroom management is model ideal behavior. Instead of removing Calvin from the classroom I would suggest having a one-on-one conversation with him in private to discuss the issue of what is going on. Since he is struggling to focus on the content, it is suggested to do small group-work to keep him interacting with other students, or doing teacher group work. What I mean by that is making a small table and pulling kids that are not focused to that table to have personal interactions with them by helping them with their work. Another suggestion I would offer is praising Calvin and doing a sticker chart, if the sticker chart has been filled we can offer a toy prize at the end of the day. Since he is interested in dinosaurs we can offer dinosaur stickers, dinosaur decorative pencils, or a little dinosaur toy. We can start this by setting goals first thing in the morning, and greeting Calvin with a high five, and words of encouragement “Calvin, we are going to have an awesome day today, let’s start this day off good with a sticker”. We want to avoid removing Calvin from the classroom because it could encourage him to be disruptive and create distractions for himself which allows him to think if he continues to misbehave he can get out of his schoolwork and go to a different part of the school for the day, and our goal is to avoid that. Here is what I think you should provide in your classroom management to help build relationships with your students:
Communicate positively
Set clear expectations
Don’t yell at students
Accommodate all learners
Address individual problems individually
Recognize achievement
Add engaging activities to the lessons/worksheets
Add movement
Understand your students
You’ll want to encourage Calvin, because we want him to be successful and strive for achievement and use engaging activities. If Calvin does well on his assignments he will be interested to continue to do his work because he is being praised for how good he is doing, and to keep encouraging this we can offer prizes, which ties into the sticker chart.
Goal theory, Interest theory, and Expectancy theory are all good effective approaches that can help build Calvin’s motivation and interest in his school work because he is being encouraged to find his interest, and we want Calvin to set goals to complete. We also want Calvin to express himself appropriately in the classroom without being judged as well.
One-on-one Interaction: Kara Monley
As an interaction in the classroom, I want to give you some suggestions for ways to build relationships amongst the students. Focusing on Calvin, I can see that there are opportunities for you to have better interactions. A suggestion I have for you is to build those stronger relationships with the students in your classroom at the beginning of the year. I can see that Calvin is extrinsically motivated from looking into his actions in the school environment. He is motivated by rewards and outside things, but not by the fact that he enjoys school and feels motivated by it. A strategy for you I would have for you is to integrate dinosaurs into the classroom for a lesson or givin out stickers that have dinosaurs on them. Calvin enjoys rewards so I think he would work better if he knew he was getting something for doing a good job. Calvin has a love for dinosaurs so if that is integrated in the class or on one-on -one interaction, I think he would really thrive and want to grow in your classroom. Calvin gives up on his tests because he thinks he is going to fail. He compares the past experiences to the things upcoming which do not allow him to have an open mind and expect failure. I think specifically for Calvin, you should try to plan to meet with him after you hand stuff back and explain to him what he did correctly and incorrectly. I think you can create a goal with him and teach him about goal setting. This can help set students up for success and lead them down a positive path. Not only this but it also may increase his motivation and determination in your classroom. I understand at times it may be hard to have those interactions, but as a teacher it is crucial to be a role model and someone for the students to look up to. I think if you can find a way to integrate all of these motivational theories into your classroom you will be able to have an engaging classroom and create a place for Calvin to learn to the best of his ability. Overall, the most important thing as a teacher is to make a connection with each student in your classroom, even if there is some disagreements. I think with Calvin specifically you need to work on understanding the things that interest him and trying to see how someone may enjoy that. As a future educator I can suggest that realtionship building will help Calvin want to learn and allow for more engagment in your classroom.
Communication with Calvin's Parents: Karolina Estrada-Meza
As a teacher, you should talk to Calvin’s parents about his situation. Sitting down with Calvin’s parents can help y'all come together to find solutions to help Calvin and figure out how to motivate him to attend school and have a successful learning education. Calvin is struggling to find a motive to do well in school; Calvin hasn’t seen the interest or motivation to do well and do homework or do well in exams. Understanding every aspect of the situation and why Calvin is the way he is is an excellent start to understanding how Calvin is at home and in school and trying to combine those situations to see how they are similar and find solutions. Analyzing Calvin's behaviors through five different theories will help Calvin’s situation. Calvin is forced to do well in school. Calvin has his parents telling him to do well or else he won't get what he wants. The self-determination theory is the process of intrinsic motivation over extrinsic motivation. Calvin is in extrinsic motivation, where he does his homework because his parents tell him to do it, not because he wants to do homework or school work. He is being told to do so. You and Calvin’s parents should find a way to get a price or get something he enjoys doing to get him to do well in school and motivate him to want to keep going to school and learning. Calvin enjoys reading about dinosaurs, which could be a reward for him when he reads his favorite book. This could be a good start to motivate him to be in school. Through self-regulation, it is the process in which a teacher helps students seek a better and higher education. Ms. Wormwood and, with the help of Calvin’s parents, should find ways to guide Calvin through the correct path. Since Ms. Wormwood and Calvin’s parents spend the most time with Calvin and know the situation he is going through, they are the only ones who can guide Calvin through his education process. Ms. Wormwood and Calvin’s parents can teach Calvin the process of GRIT; it is the process in which you teach an individual that failing is the process of learning. You have to help those individuals overcome the fear of failing. One way to implement this is by making lower-state assignments for students. This means Ms. Wormwood should make assignments that won’t harm Calvin if he fails them. This will help Calvin focus on the learning process rather than the grade they will receive. This will help Calvin not stress so much about what he has been receiving in exams and homework grades. In the process, Ms. Wormwood and Calvin’s parents come together to find solutions to help Calvin be interested in what he is learning. In class, Calvin tells Ms. Wormwood to make him care about what she is teaching them. Ms. Wormwood should mention to Calvin’s parents about certain interests that Calvin has, so in class, Ms.Wormwood could incorporate some of Calvin’s interests to help him engage in readings and class activities. This ties back to the expectancy theory, in which an individual may have different levels of motivation and valence for various outcomes. Providing an environment in which Calvin feels safe and motivated can help him put some effort into his learning environment. Providing an environment where Calvin feels the support and encouragement that he will do great in tests and putting that into his head that he will do well in exams and homework will help him seek positive thinking and focus on achieving his goals. During this process of helping Calvin, Ms.Wormwood and his parents can help him find his goals of doing well in performance. The support system of you and Calvin’s parents is coming together to help Calvin find better solutions to combine Calvin's behaviors at home and in school. Learning the pattern of his behaviors, Ms.Wormwood and Calvin’s parents can focus on the needs of Calvin.
Thank you so much for your time! We hope you read our letter and plan to transition some of these practices in your classroom.
Kara, Ryan, Libby, Karolina, Ariel, and Aaliyah