1. The teacher would smile, give a thumbs up, or a high five to reinforce good behavior. She would give the children compliments on specific actions or improvements. She also spoke to the children individually to express to them where they have made improvements and to keep up the good work or to compliment their cooperation and listening skills.
To reward the students, the teacher would give out stickers to the children that helped clean up before or after rehearsal. If the students behaved well, the teacher would allow them to add their won unique and creative ideas to the show. If their ideas were useful she would immediately add them in. If their ideas were weak, she would adjust them to make them work.
2. If the teacher had to punish the kids, which was rare, she would have them sit out of the activity and watch. If the child was still acting inappropriately, the teacher would have them stand out in the hall until she had time to discuss their behavior and reprimand them. The last step that the teacher would take would be to pull the poorly behaved child out of the scene that they were working on.
3. The teacher described one-on-one discussions with the kids as the most effective form of reinforcement and punishment. Pulling the child aside to compliment them on their work or behavior seemed to boost their confidence and self-esteem. Having a direct conversation with the child about their poor behavior or lack of effort seemed to have a big impact on them because they began to strive to do better and work harder and would look for positive reinforcements from the teacher.
4. The teacher believed that if she had been teaching a math or english class as opposed to an acting class, changing students seats, sending them into the hall and warning them about detention, or giving them a pop quiz would be more effective punishments. Because the students are not in seats and are doing hands on activities, those alternative punishments would not work in her classroom. The rewards and reinforcements that she would use would be virtually the same as the ones she uses now.
Option 2 Behaviorism
1 Hour Observation The West Hempstead Drama Club
Monday, December 1, 2008
"Observation on Motivation"
Raise Hand To/ Ask For Help/ Receive Praise/ Receive Correction
Contribute Orally
Low Achievers III IIII IIII IIIIIII
High Achievers IIIII III IIII III
The teacher does not separate or single out students as low achievers or high achievers. She tends to work to motivate the group as a whole, not simply the less motivated students. She did not believe that any of the students that she chose to be characterized as low achievers or high achievers were more or less motivated. She believed that motivation was based on individual personality, not achievement level. While observing specifically these six students, the high achievers asked for little help and worked more independently. Both groups participated equally, but the low achievers required more correction. The teacher gave an equal amount of praise to all of the students and whenever one or two of them lost motivation, she would begin an activity to bring up the energy level of the whole group. The teacher's methods to motivate the students seemed to be effective and seemed to build up their self-esteem.
Option 1 Motivation
1 Hour Observation The West Hempstead Drama Club
Contribute Orally
Low Achievers III IIII IIII IIIIIII
High Achievers IIIII III IIII III
The teacher does not separate or single out students as low achievers or high achievers. She tends to work to motivate the group as a whole, not simply the less motivated students. She did not believe that any of the students that she chose to be characterized as low achievers or high achievers were more or less motivated. She believed that motivation was based on individual personality, not achievement level. While observing specifically these six students, the high achievers asked for little help and worked more independently. Both groups participated equally, but the low achievers required more correction. The teacher gave an equal amount of praise to all of the students and whenever one or two of them lost motivation, she would begin an activity to bring up the energy level of the whole group. The teacher's methods to motivate the students seemed to be effective and seemed to build up their self-esteem.
Option 1 Motivation
1 Hour Observation The West Hempstead Drama Club
"Teacher's Perceptions of Diversity"
1. The teacher found that the main difference between the behavior of boys and girls is that boys are more physical than girls. The boys seem to be less comfortable in their surroundings because there are many more girls than boys.
2. Both boys and girls seem to be equally interesting in learning and participation, but the boys generally raise their hand and participate less than the girls. The girls were eager to participate in activities and to share ideas.
3. The boys were often less interested in learning choreography and preparing costumes while the girls were interested in every aspect of performing.
4. Minority students had many problems with attendance, lateness, and listening. They often missed class or would come late with no note. They did not pay attention to directions or announcements causing the teacher to have to repeat them often.
5. The minority students were more likely to not pay attention or participate in activities. Because these students did not pay attention and did not know what was going on, they did not participate. They seemed to be less interested in taking direction from the teacher, this does not mean they had less of an interest in the performance.
6. The teacher found no difference in the interest of the various content areas between students of various cultural/ethnic back rounds.
7. The teacher has not experienced a group of students that are English as a second language learners.
8. The teacher has not experienced a group of students that are English as a second language learners.
9. The teacher has not experienced a group of students that are English as a second language learners.
There are many behavioral differences between students of different genders and cultural/ethnic back rounds. There seemed to be a greater difference between minority and white students as opposed to boys and girls. Because this performance is as extra-curricular activity, all of the students wanted to be there and participate, but different groups of students took it more seriously than others. The behavioral differences between boys and girls followed the class presentation, but not as many characteristics were evident from students of different ethnic/cultural groups.
Option 1 Culture and Community
1 Hour Observation The West Hempstead Drama Club
2. Both boys and girls seem to be equally interesting in learning and participation, but the boys generally raise their hand and participate less than the girls. The girls were eager to participate in activities and to share ideas.
3. The boys were often less interested in learning choreography and preparing costumes while the girls were interested in every aspect of performing.
4. Minority students had many problems with attendance, lateness, and listening. They often missed class or would come late with no note. They did not pay attention to directions or announcements causing the teacher to have to repeat them often.
5. The minority students were more likely to not pay attention or participate in activities. Because these students did not pay attention and did not know what was going on, they did not participate. They seemed to be less interested in taking direction from the teacher, this does not mean they had less of an interest in the performance.
6. The teacher found no difference in the interest of the various content areas between students of various cultural/ethnic back rounds.
7. The teacher has not experienced a group of students that are English as a second language learners.
8. The teacher has not experienced a group of students that are English as a second language learners.
9. The teacher has not experienced a group of students that are English as a second language learners.
There are many behavioral differences between students of different genders and cultural/ethnic back rounds. There seemed to be a greater difference between minority and white students as opposed to boys and girls. Because this performance is as extra-curricular activity, all of the students wanted to be there and participate, but different groups of students took it more seriously than others. The behavioral differences between boys and girls followed the class presentation, but not as many characteristics were evident from students of different ethnic/cultural groups.
Option 1 Culture and Community
1 Hour Observation The West Hempstead Drama Club
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