In chapter twelve, I found it interesting reading about motivation. There are many different types of students in a classroom. On page 430, it talks about how a teacher has assigned an assignment and then there are different types of reactions by students. One is an "hopeless Geraldo". These students will not start the assignment and they repetitively say they do not understand. Then there is a "Safe Sumey". Theses are the students that check in with you about every step to make sure they are doing things perfectly. They are only interested in what is on the test or on the homework. Then there is a "defensive Daleesha". They are the students who pretends to do the work, but actually spends the majority of the time mocking the assignment and goofing off. They will sneak answers from others when the teacher is not looking and does not want to put effort into the homework in fear of failing and looking dumb. Last there is the "anxious Amee". These are the students that are good in most classes, but on certain subjects they freeze up on the tests and "forget" everything. With these different types of students, they all require a different type of motivation. They all need to be reinforced and led in a different way. As teachers, we need to explore and learn how to motivate in more than one way for our students. I always thought of encouragement as kind words that will build up a student, but after reading this I realize that all students need to hear different things and some students need to see the encouragement, not just hear it.
The end of chapter fourteen talked about teacher expectations. I found the section particularly on whether or not teacher expectations affect the outcomes of students and their achievements. Woolfolk says, "Even though it is clear that teacher expectations can affect student achievement, the effects are modest on average and tend to dissipate somewhat over the years." (539) I was very surprised by this. I truly believed that the expectations that I will hold for my classes will be high and that it will affect my students learning greatly. The reason why I believed this so strongly was because of my experience in a first grade classroom in a low income area, with high crime rates. This school was not known for producing high achieving students, but the classroom I was in was above and beyond where any other school or classroom was. I have never seen such diligent and hard working students before. Despite it all, they were going above and beyond. Why? There teacher held such high expectations for the class and for their learning. I was amazed at how much she expected of them, but more amazed with their results. Therefore, I do not know if I would take what Woolfolk says so seriously, because I believe that high expectations will bring high outcomes, because you believe that your students can lean and will do well. All they need is a little faith, encouragement, help, and guidance.
Lastly, chapter fifteen talks about testing. Specifically the section on errors in score got me very interested. I always struggled with tests and never found myself to be a consistent test taker. I felt like something was always hindering me from doing well. Woolfolk also says that there are errors in every testing situation. The errors can help you and can hinder you and your score. It also says, "There are also sources of error related to the test itself--the directions are unclear, the reading level is too high, the items are ambiguous, or the time limits are wrong." (551) Despite all of these things, there are ways of reducing these errors and that leads to the question of reliability. The more reliable the test is, the less errors there will be. Teachers need to make tests and be aware of standard error of measurement and estimated how much the scores will vary based on many students taking it. I thought that this section was helpful to read and be reminded of as I start my Test Construction Project this week. I need to form questions that will have less room for errors and plan accordingly.
I appreciate that you will be a teacher who will believe in her students success. I also am impressed by your assurance that your high expectations will motivate your students learning. However, although I find that having expectations for your students is good, making expectations to high can become disastrous and unachievable. I had this teacher once you had such high expectations for his students that it made him so rigid and strict that if we did not meet his expectations not only would are grades drop, but he would become unkind. Students then-I heard them-began to resent and dislike him very much. So, expectations are good to have, but they have to be balanced and rightly thought through, so that they do not become unachievable.
ReplyDeleteJessica, keep in mind that teachers' expectations for their students do make a difference, but it matters how old the students are, how the teacher treats the students, whether expectations are naturally occurring or not, and several other factors. So I would still hold on to your beliefs that as a teacher, your expectations for your students make a difference. I also believe that having high expectations is a Christian way of looking at your students. You know that they all have such incredible value in God's eyes, so they should in your eyes too.
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