1. Ch. 9 & Appendix B+C
Josh and Chris

2. Assessment Teacher Self-Assessment Written self-assessments
Journal, write down what we do well and what we can improve on along with short and long term solutions.
Create a self-assessment inventory of your professional skills and rank yourself 1-5, 1 being the one your most successful at and 5 what you need to spend more time on.

3. Assessment Assessing Student-teacher Relationships The Graves Process
Three columns, student name, something you know about them, yes or no if the student knows you know.
Students that got a yes are ones your most close too and have talked with at least once, according to graves, the other students need more attention even students you may have had nothing for in the middle column.

4. Assessment Assessing Student’s Growth in Social Skills
Observation, anecdotal note-taking, and tallies of behaviors
Video and audio recordings- self-reflection and extra pair of eyes
Student surveys on how they feel about the climate of the class, pg. 237 Crawford
Do students in this class feel safe? Do you?
Do you trust your classmates?
Do you think your teacher respects you?
Do you think your teacher wants you to do well?
Do you think your teacher does all s/he can to keep your class safe?
Compile info, and have a discussion with the whole class about the results

5. Assessment The Social Skills Rating Scale
Introduced by Steven Elliot and Frank Gresham (1990)
CARES: Cooperation, Assertion, Responsibility, Empathy, and Self-control
Use never, rarely, always type scale, pg. 238 Crawford along with questions to ask ourselves
Interviews with students-more detailed information

6. Assessment Student Self-assessment
Competency Charts-students keep track of their own progress and strengths and make a colorful pie graph for themselves
Learning inventories- take a poll on each subject and ask how the students feel about them and what they like best about or need to improve on
Make a CARES table with each social skill, if they are strong weak or not sure and then evidence of your answer

7. Goals And declarations
Transition Back to School
Summer vs. School-clearly show that our focus must switch to school yet still think and talk about our summers, start them easy and work them into it.
School Routines Made Real- Hold every student accountable for tasks and homework. We want the kids to have that motivation to do well and complete assignments.
Goal setting for summer and school year, compare, and notice the differences- transitioning to school can be overwhelming for students.

8. Goals and declarations
Goal-setting Conferences with Families
Before conference
At the conference
Purpose of conference- long-term goals for whole year
Closing conference- give teachers goal setting sheet, keep them in the loop
Pg. 248 & 249 list commonly used goals
Goal setting forms for students-what they want to achieve for each subject
Come up with long and short term goals with the students and visit them throughout the year as reminders for each student.

9. Goals and declarations
Stories and Conversations that Inspire Goal Setting
Have students brainstorm themselves. Why learn, what is the purpose?
Outside inspirational goal setting-movie, literature, or image
Create link to spark students, through a movie or story and connect it to your student’s lives
Picture books that inspire courage in goal setting pg. 257 lists examples
Fish 

10. Chapter 9: enhancing students’ motivation to learn
Motivation is an acquired disposition that is subject to change
It is situation specific and varies with the nature of the activity
Teachers are responsible for stimulating students’ engagement

11. Motivation to learn and intrinsic motivation
Motivation to learn is the tendency to find academic tendencies meaningful and worthwhile and try to get the intended learning benefits from them.
Instilling a motivation to learn, within students, is the duty of a teacher.
Intrinsic motivation is when individuals pursue academic activities because they find them pleasurable.
Teachers can capitalize on students’ intrinsic interests, this will help students’ perceive learning as fun. Students will not always be intrinsically interested, for this, teachers need to develop ways of eliciting motivation from students.
A helpful paradigm for motivation is the expectancy-times-value-model.

12. Expectations of success and value
E x V=M
If E or V is absent, motivation will be zero.
Students’ expectations of success is multiplied by the value they place on the task, results in the amount of motivation the student will have.
Teachers have two major responsibilities with respect to motivation, that the formula suggests.

13. Expectations of success and value
The first responsibility of teachers is to ensure that students will succeed at the task if the expend the effort to do so. Make tasks that give success to students.
This means creating assignments that are well-suited to the students’ achievement level.
Helping students to recognize their ability to perform successfully.
To assess and provide help for “learned helplessness” behavior, which is a feeling of helplessness which is a behavioral characteristic that can hinder students who may have the right answers.

14. Expectations of success and value
The second responsibility of teachers is to help students recognize the value of the academic work at hand.
Notice personal interests of students and have them coincide with students’ assignments.
Communicate the value of the rewards that successful completion of the tasks at hand will bring.

15. Strategies for increasing expectations of success based on Brophy’s strategies for increasing expectations of success
Provide opportunities for success;
Don’t make the task too difficult
Make open-ended assignments
Provide additional instruction when needed
Divide lengthy projects into smaller and more “doable” parts
Allow extra time
“Reteach” when appropriate
Providing opportunities for success can mean differentiating assignments for students of varying achievement levels
Use Gardner’s Multiple Intelligences (MI) theory
Allow for temporary failure, this allows for the development of coping skills

16. Strategies for increasing expectations of success based on Brophy’s strategies for increasing expectations of success
Teach students to set reasonable goals and to assess their own performance.
Distinguish between learning/mastery goals and performance goals
Learning/Mastery goals focus on acquiring knowledge of skills
Performance goals focus on preserving their self-perception and public reputation as competent
A higher focus on learning/mastery goals, studies show, is positively related to intrinsic motivation
Having the students and teacher work on putting forth a list of goals and then criteria for accomplishing those goals can be helpful
Giving out rubrics before each assignment
After a project, have students complete self-evaluations

17. Strategies for increasing expectations of success based on Brophy’s strategies for increasing expectations of success
Help students recognize the relationship between effort and outcome.
Teach and reinforce critical thinking skills to combat “learned helplessness”
“Smart people are not the people who say they’re smart. Smart people are the people who work hard and practice critical thinking”-Donna (Weinstein, p.210)
Make visible the relationship between effort and outcome
Point out student improvements

18. Strategies for increasing expectations of success based on Brophy’s strategies for increasing expectations of success
Provide informative feedback.
When frequent feedback occurs, students pay more attention and learn more. Academic feedback shows more strong and consistent connection to achievement than any of the other teaching behaviors.
Students need to know how they are progressing
Give feedback in absolute standards or with students’ own performance rather than comparing to other students’ performance.

19. Strategies for increasing expectations of success based on Brophy’s strategies for increasing expectations of success
Provide special motivational support to discouraged students.
Some ways to do that are;
Pair students on achievement level
Encourage peer assistance and peer tutoring
The class should have the atmosphere of “We’re in this together!”
Teachers should use appropriate differential instruction and not inappropriate differential treatment

20. Increasing the perceived value of the task based on Brophy’s strategies
Relate lessons to students’ own lives.
The more you learn about students’ interests, the more you can tailor your lessons to further engage them
Incorporate their fundamental concerns into literature and tasks
Even in science, math, and art, the lessons can be focused on current events and personal choices
Administer culturally relevant teaching that focus on students’ own culture

21. Increasing the perceived value of the task based on Brophy’s strategies
Provide opportunities for choice.
This is an easy way to connect individuals’ personal interests to the lesson plan
Studies show students experience autonomy and self-determination with opportunities for choice
Students can participate in the academic design of the academic tasks, decide how the task is to be completed, or decide when the task is to be completed
Do not use choice as a reward, rather use it as a strategy for fostering effort and good behavior
There are 6 main types of choice according to a study of 36 teachers, choice in;
Topics of study
Reading materials
Methods of assessment
Activities
Social arrangements (student groupings)
Procedural choices (when to take tests, what order to study topics, when assignments are due)

22. Increasing the perceived value of the task based on Brophy’s strategies
Model interest in learning and express enthusiasm for the material.
Research shows when teachers model an interest in learning, the students perceive that their classroom is focused on mastering the content rather than merely earning a grade

23. Increasing the perceived value of the task based on Brophy’s strategies
Include novelty/variety elements.
Find moments in which you can use visually striking presentations.
Incorporate media into lessons
Incorporate projects that elicit enthusiasm

24. Increasing the perceived value of the task based on Brophy’s strategies
Provide opportunities for students to respond actively.
Structure lessons so students can be actively involved, not just sit and listen
Ask the entire class questions and let them respond

25. Increasing the perceived value of the task based on Brophy’s strategies
Allow students to create finished products
Creating a finished product gives meaning and purpose to assignments and increases students’ motivation to learn
Do real investigations into real problems in the field
Accommodate conclusions in lessons, not just drills and exercises

26. Increasing the perceived value of the task based on Brophy’s strategies
Provide opportunities for students to interact with peers. Motivation is, at times, enhance by group work.
Provide extrinsic rewards.
Based on the psychological principle of positive reinforcement
Social rewards are verbal and nonverbal indications that you recognize and appreciate students’ behavior or their achievements
Praise should be specific and sincere
Praise should be contingent on the behavior you are trying to strengthen
Special activities can be good rewards (watching a video, listening to music, free time, etc.)
Tangible rewards are helpful (cookies, candy, pencils, etc.)
There are problems with relying on rewards or using them too much

27. Conclusion Keep students interested and involved in academic work.
Management and motivation are inextricably linked.
Remember to create a safe and caring classroom. Students are more motivated when they perceive that teachers care about them.
Brophy wrote “You can become your own most powerful motivational tool by establishing productive relationships with each of your students”.