Introduction The following essay will explain my field experience from Education 2130. The first topic will be about the field experience site, Mundy Mill Academy. In that topic, the diversity of the classroom and school will be discussed as well as anything else discovered while in the class room. The following topic will focus on My Field Experience and how is connects with Educational Philosophy. I will use what I learned from Education 2130 to help explain my findings and new knowledge from the field experience. After describing what My Field Experience was like and what I learned from it, I will share my reflections, implications and conclusions. I hope to shed as much light to the readers as was shared to me through my experience.
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Hortman’s second grade class, was motivation. Motivation is the “internal state or condition that activates behavior nd gives it direction…” (Huitt). Mrs. Hortman relied heavily on this and told me that “positivity and motivation are the key to having a fun and inviting classroom…” (Hortman). One way that I saw motivation in her classroom was through the expectancy theory. In our book, “Educational Psychology Theory and Practice” by Robert E. Salvin, describes the expectancy theory as “…a theory of motivation based on the belief that people’s efforts to achieve depend on their expectations of reward…”(Salvin). Mrs. Hortman was good at giving the children motivation to do good in the class, not just with grades but with behavior as well. Like most teachers, she had a clip chart system that the children use to show how their day is going. If the move the clip up, it is for a good behavior, down is for a bad behavior. But, Mrs. Hortman also found unique ways to motivate the children as well. She also had “Hortman Bucks” that she used to reward good behavior. Not only did this help them with learning money, one of their standards, but it also gave them motivation to behave well in the classroom. The children would get to earn “Hortman Bucks” throughout the week and on Fridays, they had the choice of saving them, or they could spend them at the “Hortman store”. Another way that she had a reward system, was that the students were …show more content…
I actually got to go to one of her grade level meetings that they have once a week. In this meeting her and the other second grade teachers as well as the principle, all meet up and discuss different topics. The week that I went, they were talking about “Student Motivation: Creating Engaging Tasks and a Positive Learning Environment” (Dr. Crystal Brown). Dr. Brown, the principle, passed out the handouts that talked about Why Self- Efficacy Matters. From this section, I learned that it is important to support children self-efficacy because negative beliefs about themselves could stand in the way of their motivation and success. I also really liked the last point on the packet which was, “Nurture your own self-efficacy. You can’t pour from an empty cup” (Brown). This made me start thinking about teacher efficacy and how it is applied in the classroom. According to Nancy Protheroe in her research report, “Teacher Efficacy: What Is It and Why Does It Matter?”, she says that “…teachers with a stronger sense of efficacy: tend to exhibit greater levels of planning and organization; are more open to new ideas and are more willing to experiment with new methods to better meet the needs of their student; are more persistent and resilient when things do not go smoothly; are less critical of students when they make errors; and are less inclined to refer a difficult
Hortman’s second grade class, was motivation. Motivation is the “internal state or condition that activates behavior nd gives it direction…” (Huitt). Mrs. Hortman relied heavily on this and told me that “positivity and motivation are the key to having a fun and inviting classroom…” (Hortman). One way that I saw motivation in her classroom was through the expectancy theory. In our book, “Educational Psychology Theory and Practice” by Robert E. Salvin, describes the expectancy theory as “…a theory of motivation based on the belief that people’s efforts to achieve depend on their expectations of reward…”(Salvin). Mrs. Hortman was good at giving the children motivation to do good in the class, not just with grades but with behavior as well. Like most teachers, she had a clip chart system that the children use to show how their day is going. If the move the clip up, it is for a good behavior, down is for a bad behavior. But, Mrs. Hortman also found unique ways to motivate the children as well. She also had “Hortman Bucks” that she used to reward good behavior. Not only did this help them with learning money, one of their standards, but it also gave them motivation to behave well in the classroom. The children would get to earn “Hortman Bucks” throughout the week and on Fridays, they had the choice of saving them, or they could spend them at the “Hortman store”. Another way that she had a reward system, was that the students were …show more content…
I actually got to go to one of her grade level meetings that they have once a week. In this meeting her and the other second grade teachers as well as the principle, all meet up and discuss different topics. The week that I went, they were talking about “Student Motivation: Creating Engaging Tasks and a Positive Learning Environment” (Dr. Crystal Brown). Dr. Brown, the principle, passed out the handouts that talked about Why Self- Efficacy Matters. From this section, I learned that it is important to support children self-efficacy because negative beliefs about themselves could stand in the way of their motivation and success. I also really liked the last point on the packet which was, “Nurture your own self-efficacy. You can’t pour from an empty cup” (Brown). This made me start thinking about teacher efficacy and how it is applied in the classroom. According to Nancy Protheroe in her research report, “Teacher Efficacy: What Is It and Why Does It Matter?”, she says that “…teachers with a stronger sense of efficacy: tend to exhibit greater levels of planning and organization; are more open to new ideas and are more willing to experiment with new methods to better meet the needs of their student; are more persistent and resilient when things do not go smoothly; are less critical of students when they make errors; and are less inclined to refer a difficult