Module 5

Module 5: Motivation, Teaching Every Student, Assessment, High-Stakes Testing

Concept 1: Relatedness

Summary

            Chapter 13 talked about relatedness between teacher and students. Relatedness is so important in the classroom, as Woolfolk states, because relationships are so important in the classroom as it can benefit learning and participation. “Positive relationships with teachers increase the likelihood that students will succeed in high school and go on to college (G. Thompson, 2008; Woolfolk Hoy & Weinstein, 2006)” (Woolfolk 452). Woolfolk also mentioned the importance of relatedness with parents too. Relatedness is just as important with parents because it can demonstrate to parents that the teacher cares about their student and teaches them with the best interests in mind (Woolfolk 451). Woolfolk also stated that relatedness is an important need to be met in school. Teacher-student relationships can help students with engagement and participation in school. This chapter also mentioned how important relatedness is with students who have certain struggles, such as emotional and physical problems as well. “Relatedness is similar to a sense of belonging, … as well as to Maslow’s basic need for belonging” (Woolfolk 452). Woolfolk definitely went into detail to emphasize the importance of relatedness in the classroom.

             

Reflection

            I loved this part of chapter 13 because teacher-student relationships are so important and make school a better place to be. I loved reading this section because of how true and relatable this was. I have had many positive teacher-student relationships in my educational career. I have also had relationships that had a negative impact too. With negative teacher-student relationships, it leads students to not care about the class and what the teacher teaches. I say this from personal experience because I have had some teachers who I did not appreciate. In those teacher’s classes, I did not care about the work, I felt that the teacher did not respect my peers or I, so I did not respect his/her class or the work that was to be done. It felt more like a joke to me.

            I have also had teachers that I have loved. In fact, in High School, I had a teacher that I would talk with after school nearly 2-3 times a week. Not about school, but anything that was going on in my life. I developed a great relationship with this teacher as she was honest and caring. This teacher eventually came to be a great friend of mine and I still keep in touch with her today. From this relationship, I cared about her class, I knew that I could confide with her about anything. From what Woolfolk said about parent-teacher relationships, that was true as well. My mom knew how much I cared for this teacher, she eventually grew to appreciate what she did for me in one of my most difficult years in school. This chapter made a lot of sense to me and I related to everything that this section stated.

Concept 2: Responses to Student Questions

Summary

            In chapter 14, Woolfolk gave many different scenarios in how students can respond and how teachers should respond back. Right off the bat, Woolfolk stated that the most common response is “OK” or “Uh-huh” which I found to be very correct and relatable (Woolfolk 549). Rather than just simply saying “Okay” to a student, particularly if a student asks a question in the middle of class. Woolfolk mentioned that there are much better ways to respond to students in different scenarios. There were three scenarios in which Woolfolk talked about, which were correct, partially, or wrong. If a student responded quickly and the response was correct, simply move on and ask the students another question. If a student answers a question correct, but is hesitant, “..give the student feedback about why the answer is correct” (549). Now if a student is completely confused, Woolfolk stated that a majority of other students are also probably confused too. If that were the case, the teacher should simply explain information again and can help the students answer a question correctly. A teacher can do this by “… give clues, simplify the question, review the previous steps, or reteach the material” (549). Following different responses that teachers can do, Woolfolk went on to discuss the Hattie and Timperley model, which is a guide that teachers can follow to help respond to students appropriately. There are four levels in this guide, “task, process, self-regulation, and self-feedback” (549). These four steps are incredibly important as they help students improve in school.

Reflection

            When I first came across this section in chapter 14, it didn’t really cross my mind. But as I continued to think about it, I realized how important this concept is. Teacher responses are so important to students, and I realized how often student questions happen and how quick teachers are to respond. I never understood how important teacher responses were and how they can affect students. This is important to know as a future teacher because it is essential to understand how my actions can affect my students. I have had teachers who responded with just and “okay” or “uh-huh” and I was never necessarily bothered by it, but it never gave my peers or I an understanding of our response. I really appreciated how Woolfolk mentioned different scenarios and how teachers can best respond in those scenarios. I loved how this chapter mentioned how to explain in better depth answers to students. I also loved how this chapter included to explain in further depth about if one student is confused, probably the rest of class is too. This is so important to mention to students because no student should feel as if they are “slow” or not understanding properly. It is up to the teacher to emphasize and word things in a way that does not make a student feel that way. I also never understood how a teacher responds helps a student improve in different areas, such as mastery, understanding, and self-direction (549). I thought that was pretty cool to read and it further emphasized how important teacher responses are.

Concept 3: Grading and Students

Summary

            While reading chapter 15 of Woolfolk, there was a lot of mention of different types of assessments. But along with assessments comes grading. There was a lot of various types of grading that teachers can use in schools. The first thing that Woolfolk mentioned was how big of a job that teachers have regarding grading. “In determining a final grade, the teacher must make a major decision. Should a student’s grade reflect the student’s status in comparison with the rest of the class, or should the grade reflect the amount of material learned and how well it has been learned?” (Woolfolk 587). This was an important part of the chapter, because a teacher has immense responsibility regarding a student and their grade. This chapter also talked a lot about the effects of grading on students. Woolfolk stated that often students associate grading with competition between other students. “Highly competitive classes may be particularly hard on anxious students, students who lack self-confidence, and students who are less prepared” (Woolfolk 588). This was a point that was made that helps teachers understand the effects that grading has on students, especially when students are anxious or unprepared.

Reflection

            I thought that this was an important topic to discuss and read over because grading is a major part of teaching. I remember how much emphasis was put on grading when I was in grade and middle school. I agree with Woolfolk when she stated how much emphasis is put on grading and how that affects student’s mentality. I remember for me, grades constantly made me anxious in school. I was a student that always wanted to do well and receive A’s in my classes. I had very mixed grades in school depending on the classes that I was in. Certain classes I would not do very well. When I received a grade that wasn’t as good as I expected, I was very hard on myself. I never thought that it was because a teacher didn’t like me or thought that I did poorly, but rather that they thought I could further improve my work. My parents were never hard on me about my grades because I was hard enough on myself. I also agree with Woolfolk when she stated that grades act like a competition. In high school especially, my classmates would immediately talk about the score that they got on a homework assignment, quiz, or test. It was awful because I hated comparing my grades to my peers, whether my score was good or bad. I never found that fair and I also was a little upset that my teachers never tried to stop student’s from sharing their grades, because some students were quite obnoxious about it.

            When I am a teacher, I will keep in mind that grades can take a major toll on students. I will try my best to base my grading on my student’s abilities and whether there is room for improvement. I will also try my very best to remind students to keep their grades to themselves, because I don’t want my students to feel like grades are a competition. Ultimately, I know that grading is a major responsibility and to keep my priorities straight while I am grading my student’s work.