Chapter 14!

Looking at the diagram on p. 505 in Ormrod’s text.  Write down some ideas for three or four different types of assessment.

For my elementary deaf class

Criterion Referenced Based- Have a series of 20-30 words that the children have for that week and the child spells them out. Then score it by how many words that spelled correct and incorrect.

Paper-pencil- Probably could have many of my tests structured this way. For example I could give the children a test on what they have learned from the specific novel we are reading. This would probably be best for higher elementary grades like 4th, 5th grade.

Informal assessments will definitely be happening a lot in my class. With deaf children it is really important to note the progress of the children to better help them in there learning. An example would be if I called on a student to ask a specific question, I could note how they answered the question and if it was right.

Teacher-developed assessment- This goes along a little with my last answer. It is important to see the progress of deaf students. I think that in the middle of the year and also periodically I can give tests on specific subject areas to make sure everyone is understanding the materials.

Chapter 13 Questions to Consider

The classroom environment that I hope to establish in my class is one of respect. First and most importantly, I feel that respect is key to having a successful classroom learning environment. If I don't show the students with respect throughout the school year then how will I expect them to respect me. "To get respect you must first show it." I think that if I respect the students and they respect me, then we will have a great year. Yes there will still be some trouble makers, but we will address that later. Another thing that I feel is important for a successful learning environment is open communication. As the teacher we have to be open to communicate with our students and let them know that we are there to help them succeed and allow them to feel comfortable communicating with us. I think that preparedness on the teacher's part is also going to play a huge role in the child's learning environment. If the teacher isn't prepared for class then they wont get much work done within class. My main goal is for the children to feel welcome and that they are there to have fun but to also learn. Because I will be working with deaf elementary students, I feel that for a successful learning environment, that I should often break up the students into small groups to work. I think that by doing that they all get a feel for each others methods of learning and can not only learn the material but also can learn about each other and make friendships.

I liked the high school video and how the girls gathered in a circle to talk about their issues. Sometimes girls just get mad but never approach the other girl calmly to discuss the issue, so I think this approach could work well for high school girls. For my specific case of the third grader that is misbehaving, I think I could handle that situation in a couple different ways. I think the first way I could handle it would be by taking the child aside privately and discussing the issues with them. I think that way would be effective because I'm sure something else was possibly going on to make them behave that way. Another way I could handle it would be by giving the student a choice. Like we discussed in class, giving them a choice is always better than just telling them what to do. In the book it mentioned how when working with an adolescent you should try to find a solution that allows the student to maintain credibility with peers (488) so I think that I could try to deal with the situation that way.

Chapter 11 Questions to Consider

How might you enhance motivation and affect in your students using the theories of motivation?

I think I would start off by choosing a couple of the different theories of motivation that I feel like will be most beneficial and the ones I felt that the kids would most respond to in a positive way. I feel that the ones that I choose would definitely be different from someone else's classroom because not only will I teach an elementary class, but I will have deaf students in my class. Those children already have a hard time at being motivated because they are having to deal with being deaf and that hindering them from learning. I feel that because I will be working with deaf children, that self-determination would definitely enhance motivation in those deaf children. I think that self determination is something that you have to build up. You can't just have it. I think that it starts at home and if the kids are getting it at home then at school. I think that the younger the age they start at, the better. I think one way I could help deaf children want to have self-determination is by giving them "guided choices" like we talked about in class. If they feel they have choices it might make them want to perform the task and have self-determination to finish a task.The other theory of motivation that I think is really important for deaf students is relatedness. Deaf children have a hard time feeling accepted as it is so i think that feeling socially connected (relatedness) would help them want to be motivated to do things because they feel so welcome. For example, if I had the students engage in group activities that would really be beneficial.

Which theories of motivation are most helpful and instructive for you?

I believe that self-determination is the most helpful because, to me, it is the basic for motivation. You first have to be determined before you can be motivated to do something. If you have the self-determination to accomplish the task then in turn you will probably be motivated to accomplish the task. For me, I also think that relatedness is helpful. If I were the student in the situation I think that if I were socially accepted with other peers and teachers that I would be motivated to go to school and motivated to finish my work and want to be at school.