Module Five: Motivation, More Effective Teaching Skills, and Assessment Bias

MODULE FIVE: Motivation, More Effective Teaching Skills, and Assessment Bias

CONCEPT ONE: Motivation

Summary:

In chapter twelve, Woolfolk covers the important topic of motivation and how it affects students’ learning and growth. Woolfolk defines motivation as “the processes that initiate, direct, and sustain behavior”, and states that “motivated students put out more effort, persist longer, learn more, and score higher” (462) than unmotivated students. Woolfolk also discusses the importance of both intrinsic and extrinsic motivation and the different strategies and uses of both of them.

Reflection:

As I was reading about the concept and ideas about motivation, I found myself reflecting back on myself and the things that I am motivated to do in different ways. At one point the book talks about being motivated by integrated regulation and gives an example of completing activities in order to reach a valued goal. The example given is one that I relate to and understand a lot. Woolfolk talks about being motivated to complete and do well in classes in order to reach the valued goal of being a teacher. It was interesting for me to read about that and to see it labeled as something so official. So many times in school I have been frustrated by my work and have not wanted to complete assignments or take classes but I know I must do well in order to reach my goal of being a teacher.

I was also thinking about intrinsic motivation and what tasks I complete for pure enjoyment of the activity. One that came to mind was babysitting; as I have gotten older, I have noted that being around children often fills me up and is an activity that I truly enjoy most of the time. However, the compensation is still a large factor sometimes, so it may not be solely intrinsic.

From an educator’s standpoint, I have read many resources on the importance of helping students become motivated to complete their work. Sometimes this does include extrinsic motivators, but I think when possible, intrinsic motivation is important. I have heard of the importance of allowing students to complete assignments and projects on topics that they are most interested in in order to get them motivated. For example, in fifth grade I had a big (probably too big) obsession with penguins. In our computers class we were learning about using PowerPoint and we were given the freedom to present any animal we chose. I gave my presentation on penguins of course, and because I was so excited to learn and teach on penguins, I worked very hard on that presentation. I think when possible, we should encourage our students to explore what they are interested in and that alone will motivate them to do well. However, I also know that sometimes extrinsic motivation is needed as well.

CONCEPT TWO: Effective Teaching

Summary:

In chapter one Woolfolk explains characteristics of an effective teacher, in this chapter, chapter fourteen, she explains different characteristics of an effective teacher that involve clarity, warmth, and knowledge. When discussing clarity, she notes that “the clearer and less vague the teacher’s explanations and instructions were the more the students learned” (552). When discussing warmth, she notes that research has found that “students learm more in classes where teacher-student relationships are warm, caring, nurturing, and congenial” (553) and that “expert teachers have elaborate systems of knowledge for understanding problems in teaching” (553).

Reflection:

My entire left has been spent waiting for the day I become a teacher and for years I have been collecting, noting, and learning about the way to be the best teacher I can be. I have read articles and social media posts and blogs about teaching since I was fifteen. I have worked with children since I was thirteen and kept notes and talked to teachers and wrote papers and speeches and taken classes so that I can do teaching right. Well, it has finally occurred to be that in the next two years (likely less if you count student teaching) I will finally have reached that goal. It is both the most exciting and the most terrifying thing I have ever realized.

So, when this (or any) textbook tells me that “good teachers” are warm, knowledgeable, and clear, I have trained myself to take notes. I have always been so excited and known to speak on the importance of fostering a good classroom environment and good classroom relationships. And I fully stand by that point. I think that the “warmth” aspect that Woolfolk talks about goes with that. Having a good classroom environment means loving ALL of my students and being caring, nurturing, and warm. I hope that I can be that teacher for my students.

But on top of the importance of relationships, Woolfolk discusses that researchers have also found that good teachers are clear and knowledgeable. And the points she makes are very important. In order to teach students effectively we need to make sure our expectations are clear. I have had far too many teachers who do not give clear expectations which only leads to frustration, confusion, and a growing dislike for that teacher. Push students in their learning by giving them freedom but still being clear on what you expect.

Lastly, she discusses the importance of being knowledgeable and specifically knowledge in order to answer students’ questions and correct answers. I have learned through creating lesson plans and giving a few short math lessons, that sometimes the teacher has to be (re)taught before teaching to others. And it is always important to remember that good teachers are always learning.

CONCEPT THREE: Assessment Bias

Summary:

In the last chapter Woolfolk discusses assessments and tests of all sorts. When discussing such assessments, it is important to “assess the assessments” and ensure that they are reliable, valid, and free of any biases. This particular section discusses the importance of avoiding those biases and what they mean. An assessment bias, according to Woolfolk, “refers to qualities of an assessment instrument that offend or unfairly penalize a group students because of the students’ gender, race, ethnicity, socioeconomic status, religion, or other such group-defining characteristic” (595).

Reflection:

As a white, upper-middle class, female who has grown up in American her who life and is fluent in English as a first (and unfortunately only) language, I truthfully was not familiar with the concept of assessment bias until I took SPED 217 last semester and learned all about it. There are so many different ways that an assessment can be unfair and bias, and as an educator is it our job to make sure that our tests and any tests that we use are free from biases of any sort.

the point of an assessment is to see what students know in order to help them learn more and grow or get the extra help they need (and it is), then our job is to make sure that they are given a fair and equal chance to do so. As an educator, I believe a big part of our job is to advocate for our students and to do this we must make sure that an assessments we give to them are fair and unbiased.

In one of my placements, there were many students who did not speak English fluently or who had a first language that was not English. My cooperating teacher and I had many discussions about how those students are very bright and intelligent students, and to test them with the same fourth-grade tests that the other, English-speaking students took was often unfair and did not show what they truly knew and understood. Those tests were biased and were no help to the teacher or the students.