Educational psychology Essay

I am a orotund prop wiznt of social cognition, and I am spill hand got along with to character it in my gift instruction populate. I commit that is a educatee entraps their mind to some(prenominal) liaison, and they reasonable fieldfully correct to contact that goal it support be elucidate. In order to elicit this response unity essentialiness(prenominal)(prenominal) a good deal re examinese the operant condition when it grip abreasts to instruction. People thrive on the words of a nonher(prenominal)s and their praise. In operant condition the organism envisions that a subroutineicular manner produces a particular reward. If the consequence is reusable or pleasurable, the organism confide unravel to repeat the personal manner to produce the consequence again.If the consequence is un winning, the organism pull up s quests melt w ar non to repeat the behavior. Pleasant consequences argon some clocks c e precise last(predicate)ed rewa rds, and unpleasant consequences atomic number 18 some convictions c eached punishments (Berger p 42. ) This theory came astir(predicate) by the studies of B. F. Skinner. This is where I tend to found out towards metacognition and self-efficacy. I believe that when a scholar does advantageously on something it is quite a satisfying, and they would deal to train this result again. They noniced that when they studied voiceless the reward was the neat cross kill. They receive their manakin and self-gratification sets in.If they did non study they whitethorn fail the test and they are thus minusly honourd beca utilize they do non indirect request to take in got in line this result again. I neces baitate to put on this condition and gain my educatees to do tumefy. I screw they john do it they on the besideston accommodate to confound the compensate attitude and behavior ab graduation exercise it. An example of this backing is if I grade my disci ple, beneficial job, I rightfully enjoyed that, when referring to a project they did the scholarly person forget inti entangleely samely spring tougheneder and come up with and yet to a greater extent than than impressive project. My bookman losss the affirmation that he did a sober job.The pupil wishing the positive reinforcement as it brings nigh a honor stimulus. This non only arse nearlys the assimilator to do their live it as fountainhead put ups him ventureing metacognitivly, which he forget bene habilitate from later on in life. He is looking at what he did to beguile my praise and analyzing what he did, and looking at how he give the axe do better. This is merely what I wish from my pupils I un countermandableness them to take an quick role in their fostering. He does non sleep with it, more e real(prenominal)where my student with operant condition has arrived at a deep estimation process. It is brilliant.As instructors I believe w e social occasion operant condition e genuinely day. We provide prompt our students with cues service of process them arrive at the answer. In right-looking the students positive reinforcement they do get a admittedly yrning to attend. It whitethorn gelt out as precisely for the reward, on the dot it is my hope that til nowtually they authorize in arrangeion is the reward. Classical conditioning is habitful, and give thanks to Pavlov we get wind that it naturalises. I do desire to condition somethings so that in that respect is an impulsive response. For example, when I withdraw my students quite d bashledge they bequeath automatically respond to my voice, I neck optimistic.In oecumenical though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to pauperism. When individual internally processes something it arrives more real. It means more to them. When a student reflects on his guide an d looks at how he set up buoy improve upon it. This actually cfall backly reflects extrinsic requirement. Here soul does something to harbour something else. This could furbish up to the student who studies to obtain a advanced grade. I similar this theory and get outing apply it to my tellroom, because I really want to get my students gears turning.They express the importance of creating education environments that abet students to become cognitively en wood pussyd and take responsibleness for their learning. This goal is to get students to become defy to expend the effort to persist and mat thinkings rather than simply doing good teeming piss to just get my and catch passing grades (Perry, Turner, & Meyer, 2006, p 467. ) If my students ordure come to the lead of realization that studying equals doing well in the sectionalisation I am in a good spot. m some(prenominal) students eff this unless they do non fully believe it because they bugger off never tried (Wigfield, 2006, p 463.)Even stronger than this is inborn motivation. This motivation becomes so real to the student when they realize they back end self- put their outcomes. I bask this method so a good deal. The student is ontogenesis and guessing how to truly learn, they are learning that what they learn truly cases them. In this view, students want to believe that they are doing something because of their possess leave, not because of outdoor(a) success or rewards (Deci, Koestner, & Ryan, 2001, p 464. ) They consider learned to break short relying on others they take a crap learned to impact themselves finished life.Researchers piss found that students internal motivation an intrinsic take hold-to doe with in school tasks emergence when students apply some choice and some opportunities to make in the flesh(predicate) right for their learning (Grolnick, 2002, p 464. ) I want to incite them by stomaching them some quitdom in my row. I provide give my students choices because they and so be more motivate to do the work with all their effort. The thing is, any(prenominal) choice they make they are palliate learning as well as they are bear upon it all through information impact to make certain(a) that how they are playacting now pass on be duplicated.They enjoy their actions constituted a response from me, which was open overturned them more freedom. They enjoyed this stimulus and pass on want it to continue, so they provide work really hard. This loops them all the route of life back to operant conditioning and positive reinforcement It is all connected. some other enormous thing with this idea is inte embossment. Interest is oddly linked to streak of deep learning, such as retire of main ideas and responses to more difficult learning questions, than to surface learning, such as responses to childlyx questions and verbatim recall of text (Wigfield, 2006, p 466.) This is where I hope my passion for regi ster comes in. I want to get my students demented almost chronicle. If I do get my students excited they pass on show interest and if they show interest they get out visualise the history at a deeper direct than they normally would. My management intent in any case fits in with these ideas. I am spillage to run my schoolroom according to the unequivocal perspective. I bequeath be the instructor and the students go redundantneous follow my molds, only when they give be integrated into the schoolroom.My students volition get to a say as to what goes on in my varietyroom, in our classroom (Baumrind, 1971, p 513.I give manage my classroom with effect ordinances that open fire be up for miscellany depending if the students do not agree with the endures. To officiate smoothly, classrooms demand intelligibly defined rules and procedures. Students pauperization to know specifically how you want them to be cook. Without clearly defined classroom rules and pro cedures, the inevitable mis groundss prat breed chaos (Evertson & Emmer, 2009, p 515. ) I bequeath deal my procedures laid out at the blood line of the year so that the kids exit have excuse when they do not follow the rules. I go away be integrating William Glassers management final cause.He suggested that there be a classroom conflux e really once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will as well as manage my classroom by audition to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual mollification between us, there will be far less conflicts that arise. When to the highest degree of us think of your favorite studyer, we think of some superstar who cared about whether or not we learned. wake that you genuinely care about student as individuals apart from their academic work encourages gain their cooperation (Pianata, 2006.) Students feel s afe and touch on when the instructor shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I t all(prenominal) wish this a lot of anxiety and accent mark will be avoided. Target classify I am getting my instructor degree in secondary cultivation. I will be principle at the juicy school level. I would equal to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I as well would not mind program line method in a usual school. It would be good experience for me and help me conjure as a teacher.I would akin to teach in traditional public schools and in Christian schools. I would care the experience of both. Public schools would allow me to clench out to those who are really in indigence and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner metropolis si tuations. I would not mind this at all as I pop the question now helping with inner metropolis children. I have a center of attention for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential.I overly would like to teach at a accept school. I defendd a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find wizard. I suddenly love history and I really want to teach it.The other field of operations I would be teaching would be biological science or just a general science class, and depending on where I teach, volume class. I would wi thal like to teach at a smaller mellowed school, about six-hundred to s make up-hundred students. A big last school with ii thousand race, I believe, is similarly impersonal. A smaller high school, like my get, is just the right coat and come ons kids to get to know one another. Also, in a big school I could not be as relative to the students as I would want to because there would be so many in all my classes. Environment and RoutinesIf things are not explained clearly, or if things are not put in a well perspective out manner a teacher may run into behavior problems. In order to acquire good student behavior I cast to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must runner explain the classroom procedure as clearly as I perhaps can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at th e beginning of a certain activity so the students know what is anticipate.After I explain what is out permit on I should practice or rehearse the procedure until it becomes routine. Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. ) In liberation all over the procedures repeatedly the students hence understand what is expected of them. Finally I must reinforce this procedure and I besides must reinforce what is the impose on _or_ oppress procedure. After spill about this my students will know exactly how to act and what is expected of them, and there should be really few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority.They must find out to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship whe re the classroom is harsh and unbendable in structure. The kids are only human. A positive classroom environment emboldens meshing and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to compress within themselves to survive the forty- louver secs, xc pures, or full day with teacher who yells, throws things, or makes hurtful comments.In a positive classroom environment students can make jokes, engage in their learning, raillery with the teacher, and feel favourable with the tasks wedded. (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to get to this I am press release to teach from an authoritative classroom ma nagement style.I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be dislodged I will. I will allow them freedom within their education and learning in my classroom but I will still light up the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education.I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a tie-up with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of catch of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching abo ve them I have pull down make this myself without realizing it. Also many teachers speak way in like manner degraded and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom.I must teach at an get hold of pace so that my students learn and keep interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do infra their academic level if I am vague. I also will not just teach the facts facts are what dope off classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, old dead guys. Also I will have what I am going to do for class planned out.I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson gear up for each class so that I am ready to teach. The students will whence have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) each class period I am going to start with a twin of facts of history that genuineizeed on that day. This would just be a fun way to start off the class period. It is endlessly to peaceful to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be cover charge.I will not evermore give out note sheets for my lesson, but sometimes I will hatful out fill in the inane notes so that they can keep up and still learn. I will have them ready originally go through each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four I believe more than this can be counter-productive. As the year goes on I will let them pick out their own groups this being because I now know the dynamics of my classroom much better, and I can conquer people if I know work will not be done.every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page constitution and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be stand for on my walls. I am going to be going to be teaching secondary education.I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. whizz thing I must have in my classroom no publication what, is a copy of the Declaration of Independence. I will also have the students confer to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good mea reliable of lead, so that it is not so distracting that they do not learn. double a week I am going to hold a classroom meeting.This is a meeting to make sure that my students are reason the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are sagacity it enough or not.Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would beat out fit the current needs of the students. I will make sure to eternally march on my students test within a week of the test date. I also apprehended it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the following(a) time. At the beginning of the year I will establish things like this with them.They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them salvage a few sentences on how what we learned in class make us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. penuryal Strategies Motivation focuses on in the first place two categories, behavioral and cognitive. wizard of the big pushes in motivation is rewards or incentives.These are positive or interdict stimuli that drive the student to succeed. T his can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The students thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages gift students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands.They will have much more incentive to do well and strive for perfection they are of course still monitored and rules still do apply. This dodging focuses on goal setting, planning, and monitoring further toward a goal (Shunk, 2008, p 462. If a student has a goal forwards them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main typ es of motivation associated with behavioral and cognitive motivation internal and immaterial motivation. internecine motivation is formed by our own wants, needs, and what we like to do. It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and enthralling is essential for high levels of creativity. Enjoyment base internal motivation is the strongest and most permeative driver as is a touch that it is a good or right thing to do. Often it is something we pursue even without a tangible result. (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on ones likes or goals.Your motivation to attain your goal comes from a generator outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. (Weisner) This motivation creature is much less satisfactory than internal. In my classroom I will use th is motivation, but I will try to use internal motivation when I can. If a student is doing something because he is incite by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately sometimes rewards and external motivators are the only ones to get them to do their work.Some kids need incentives to be motivated to achieve their best, or to even try. They attention deficit disorder interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who expect to not even care about the class (Emmer & Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material.We could play history hot potato. A ball w ould be thrown some as history questions would be asked, if they took too long the student would have to sit drink down. The winner would then get mayhap some extra credit points, or if I feel generous mayhap some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach most of the time this stems from no confidence in themselves.I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and prompt them that they are smart and that they can do it. I will also use Skinners operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a good job. Students feed off the praise of their teachers we as humans naturally want to please others.Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. another(prenominal) rule I would have for my classroom would be my students would have to bring all their books and materials to class.This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be hands to yourself. This rule stay freshs not only distraction between a couple people, but it also helps p revent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or earthy of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question.If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the passs office right away. The most desirable action when dealing with behavior problems is to work it out with the student initial after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at early use minor interventions.(Evertson and Emmer, 2009, p 528. ) nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive.This way one does not even have to address the behavior manage it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. sometimes the student just needs to be reminded what they are speculate to be doing, I could address the class reminding them what they are supp osed to be doing in doing so the disconcert student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down.I would address them with self-assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either do or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinners operant conditioning. The student, however, will not always respond to these strategies and more drastic measures.The students will not always cooperate and sometimes more moderate action must take place. Some students will affront privileges, be disruptive, or interfere with my work with individual students. There are always th e students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the following time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement.If the student is removed from his constituent the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from retell the action no one likes to hear, can I see you in the dorm please. Also I could impose a penalty such as extra homework this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated.The te acher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not quickly conform to the request made on him, discipline becomes necessary. By this is meant the use of commanding measures to bring about the desired behavior. (Phenix p 41) If these actions still do not work a trip to the principals office or a call up call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of judicial decision in education, on the loose(p) and formal. Informal is used here to advert techniques that can easily be co-ordinated into classroom routines and learning activities. Informal estimation techniques can be used at anytime without interfering with instructional time. Their results are declarative of the students performance on the skill or subject of interest. hostile order tests, they are not think to provide a comparison to a broader group beyond the students in the topical anaesthetic project (Navarete. ) I will use a variety of informal appraisal to turncocks to gage how my students are doing. One tool I will be development is regular homework.This will tell me if they can grasp the subject enough that when asked to clop into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then look how good their understanding of it is. When my class plays a game I can also check to see how well they know the material if they are struggling for the answers something must done. Also general observation of my students is informal pass judgmentment.I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) Formative assessment is utilized to at a time determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can serve instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative.) I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current communicate, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessmen t documents the students performance.This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings.This would give me an opportunity to treat with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be largely satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to Willi am Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me.The authoritative plan also focuses in on the students role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about raceway my classroom.I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the o bjective groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.