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7/28/2019 Teaching Strategies and Student Motivation
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HIGH QUALITY
TEACHING STRATEGIES
AND ITS EFFECTS ON
STUDENT MOTIVATION
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TABLE OF CONTENTS
1 Chapter 1 Introduction
1.01 Statement of Problem 9
1.02 Purpose of the Study 91.03 Research Question 9
1.04 Rationale 9
1.05 Assumptions 10
1.06 Definition of Terms 111.07 Limitations 11
1.08 Delimitations 11
1.09 Summary 12
2 Chapter 2 Literature Review
2.01 Motivation in the Classroom 13
2.02 Instructional Strategies to Motivate Students 16
2.03 Alternative Assessment and Motivation 232.03 Summary 28
3 Chapter 3 Methods and Procedures
3.01 Statement of the Problem 30
3.02 Purpose of the Study 30
3.03 Research Question 303.04 Participants 30
3.05 Criteria for the Selection of the Participants 32
3.06 Methodology 323.07 Rationale for the Methodology 33
3.08 Procedures Used for the Data Gathering and Analysis 33
3.09 Timeline 35
3.10 Data Management Procedures 383.11 Data Analysis 39
3.12 Data Management and Validity 39
3.13 Role of the Researcher 403.14 Reliability 40
3.15 Trustworthiness and Credibility of Analysis 40
3.16 Audit Trail 413.17 Confounding Issues 41
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CHAPTER ONE
INTRODUCTION
Statement of the Problem
To some students, the classroom is an exciting and meaningful place where success and effort
are enjoyable. In other students we see a lack of interest, lack of pride and lack of desire to
learn; regardless of content area, grade level or district. These students are not interested and
therefore fail to find motivation to learn. We want to know how the instructional techniques of
the teacher and the class curriculum affect the motivation of students.
Purpose of the Study
The purpose of the study is to identify if instructional techniques that have been deemed
influential positively influence student motivation. We will examine already existing research in
this area and make observations of K-12 classrooms. Using this information we will look for
similarities between teaching strategies and student motivation levels. The results of this study
will be used to develop more effective strategies in a classroom setting.
Research Question
The following research question will guide the study:
Is there a positive correlation between teaching strategies and student motivation?
Rationale
At the present time, it seems that student involvement, creativity, and enjoyment is at a low.
Individual researchers have seen that students are not doing homework, not staying on task, and
are not actively participating in classes. This lack of student motivation been noted by other
researchers as well.
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Others have cited student work habits, especially lack of effort, as a major motivational
problem. Lack of effort was identified as the primary motivational problem by Glasser.
He described school as a place where students are not only trying to do their best, but are
expending much of their energy avoiding work. He contended that much of the widely
reported school failure is a result of students failing to expend the effort to do high-
quality work (Alderman, 1999, p. 5).
Teachers are in need of finding effective strategies for activating students motivation levels to
improve student achievement and cultivate life-long learners. We feel that this is an issue of
great importance to the future and improvement of education. Maehr and Midgley (1991) state
that, [No school] in America will improve unless its teachers want to improve and its students
want to learn. That is why the question of teacher, student and parent motivation is one of the
single most important questions we face (p. 400).
Assumptions
This study will be based on the following assumptions:
1. There is a lack of motivation in todays students.
2. Teachers need more information about motivation.
3. This study will improve the instructional strategies of the teacher.
4. Motivation ultimately affects student achievement.
Definition of Terms
Motivation: the reason for the action, the desire to complete a task.
Intrinsic Motivation: when people engage in an activity for their own sake, not for obvious
external incentives.
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Instructional Strategies: The different methods utilized by a teacher to deliver the instruction.
Learning Styles: the approaches to learning that work best for the individual
Alternative Assessment: authentic assessment, portfolio assessment, performance-based
assessment, alternate assessment, and project based learning.
Limitations
This study will be limited by the following limitations:
1. The researchers are the research instrument and will be limited by their personal biases. Every
effort will be made to remain objective in the analysis.
2. The knowledge, skills and abilities of the researchers.
3. Research performed about motivation will be limited to the observations of the researchers.
Delimitations
This study will be further defined by the following delimitations:
1. Three schools in Northern New York will be the setting of our research: HiddenGlen
Central School, Ontario Lake Central School, and Maple Valley Central School.
2. Research is written through the expressed opinions of teachers and students of K-12
public schools.
3. Research will be conducted by the use of observations, interviews and questionnaires.
4. The works of William Glasser will be referenced in this study.
Summary
This study will focus on grades K-12 in three counties of New York. The purpose of this study
is to identify whether or not there is a positive correlation between student motivation and
instructional techniques. We believe this study is necessary because student motivation
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ultimately affects student achievement. It is assumed that teachers will be interested in the study
and the information gained will be useful to them.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
The following review of the literature will examine student motivation in classroom, instruction
strategies and alternative assessment promoting motivation. In many places and classrooms,
students appear to be unmotivated and unwilling to learn. The motivation of students may be
related to the strategies used by their teachers in the classroom. This literature review will show
the importance of student motivation in a successful educational environment. Various
classroom and instructional techniques along with alternative assessment practices that have
been shown to improve motivational levels will also be examined.
Motivation in the Classroom
One concern of many teachers is the motivation of their students. In an ideal classroom, students
are interested in what is being taught and they have a desire to learn. While some students
possess these qualities, others do not. Student achievement levels, student enjoyment and
creativity will all suffer from a lack of interest and desire. Ruthunde and Csikszentmihalyi
(2005) state, during the precarious transition from the elementary school years, young
adolescents may begin to doubt the value of their academic work and their abilities to succeed
(p. 341). A central concern for many educators is motivation, more specifically, declining levels
in students intrinsic motivation to learn.
There are classrooms that radiate success and teachers who inspire. Downward trends in
motivation are not inevitable. Curriculum and instructional strategies can improve a students
intrinsic motivation to learn.
Childrens lives are complicated, many forces shape success in school, including,
intergenerational education, family values, peer culture, the media, expectations for
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childrens success, teacher effectiveness, parental involvement in childrens learning, and
childrens own natural competencies and motivation to do well (Ramey, 2004, p. 1).
With so many uncontrollable variables to student success, educators need to take control
of the ones they can.
Teachers can strengthen a students motivation to do well. School environments that provide
more relevant tasks, student directed learning, less of an emphasis on grades and competition,
and more collaboration have been shown to enhance students intrinsic, task motivation
(Rathunde & Csikszentmihalyi, 2005, p. 341). Classrooms need to teach a curriculum that
students can relate to their own lives. If the material has no purpose, a students motivation to
learn it is low. Student directed learning allows a child to have power and responsibility in their
education. Lowering the levels of competition will improve levels of cooperation among the
individuals of a classroom. Competition may undermine motivation for learning and enhancing
motivation is key in fostering student achievement and success. Baloche (1998) states,
competition has the potential to undermine motivation for learning---especially intrinsic
motivation. Competition tends to create more interest in how ones performance compares to
others than interest in the task itself (p. 5).
Making motivational change at the classroom level is sometimes undermined by school wide
policies and procedures. Maehr and Midgley (1991) state, a teachers effort to evaluate students
on the basis of progress and improvement can be subverted by a school wide honor roll system
based on relative ability (p. 405). Schools have a tremendous influence over students.
Rathunde and Csikszentmihalyi (2005) also state, students have difficulty finding meaning and
intrinsic motivation in their schoolwork (p. 343). It may be possible that teachers are having
difficulty creating meaning and establishing a purpose to what is being taught. Approaches
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involving work-based learning set in the real-world context of work not only make learning more
accessible to many students but also increase their engagement in schooling (Wonacott, 2002, p.
2). Motivation is needed at any level of education. Maehr and Midgley (1991) explain how
motivation can be improved in the classroom and what educators should focus on:
First, create an intrinsic value of learning by reducing the reliance on extrinsic incentives
and designing a program that challenges all students. Second, increase student
participation in learning and school decisions by providing opportunities to develop
responsibility, independence and leadership skills. Third, provide opportunities for all
students to be recognized. Fourth, focus on student interaction, social skills and values
by building an environment of acceptance and appreciation of all students. Fifth,
redesign the nature and use of evaluation and assessment procedures to increase a
students sense of competence and self-efficacy (p. 410-411).
Specific strategies to achieve the previous foci will be discussed later in this chapter.
Issues of motivation, student engagement and participation can be heard from many educators.
While a select few shine with these qualities, many students show the exact opposite.
Embarrassment, fear and frustration are all emotions that can be seen in disengaged students.
Children who are engaged show enthusiasm, optimism, curiosity and interest. The
opposite of engagement is disaffection. Disaffected children are passive, do not try hard,
and give up easily in the fact of challenges [they can] be bored, depressed, anxious or
even angry about their presence in the classroom; they can be withdrawn from learning
opportunities or even rebellious towards teachers and classmates (Champman, 2003, p.
2).
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Classrooms are composed of both engaged and disaffected students. The focus of an educator
needs be in shifting the negative attitudes and behaviors of their students to ones that are more
intrinsically motivated and engaged.
Instructional Strategies to Motivate Students
According to Margolis and McCabe (2003), It is widely believed that without sufficiently high
self-efficacy, or the belief that they can succeed on specific academic tasks such as home work,
many struggling learners will not make the effort needed to master academics (p. 162). Those
students who have high self-efficacy participate more in class, persist through difficulties, and
ultimately reach higher achievement. On the reverse side, students with low self-efficacy will
not be motivated. Margolis and McCabe (2003) state that students with low self-efficiency will
give up or avoid tasks similar to those previously failed (p. 162). Therefore, teachers should not
give tasks to the students that could promote anxiety of frustration. Teachers should be aware of
their proper instructional and independent levels to make sure tasks are appropriate.
Research suggests that teachers can strengthen learners self-efficacy by teaching needed
learning strategies, reinforcing effort and persistence, stressing peer modeling, teaching
struggling learners to make facilitative attributions, and helping them identify personally
important goals (Margolis & McCabe, 2003, p. 162). Motivating learning strategies could
include cooperative learning activities where students perform tasks well within their ability
level, modeling, and sequencing tasks according to difficulty. Teachers may need to use
reinforcers to initially motivate students. The teacher should use varying, small, natural
reinforcers combined with common social and verbal reinforcers (e.g., smiles, specific praise).
In order for the student to cultivate self-efficiency, they need to be in a nurturing, safe
environment. A teacher can create such an environment by treating students with respect,
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showing interest in the students, and giving the students choices. The students will feel better
about themselves and build self-efficacy when the teacher provides frequent, immediate, task-
specific feedback, challenge rather than frustrate students, stress cooperation, not competition,
make expectations clear and realistic. The students will then become engaged and thus be
motivated by relating the curriculum to students interests, using a variety of teaching approaches
to engage every student, stimulating curiosity, and engaging students in collaborative learning
activities (Margolis & McCabe, 2003).
In addition to all of the environmental factors that can enhance motivation, it must essentially
come from within the learner. It has been proven that intrinsically motivated students will persist
through failure, take on more challenging tasks, use the creative process, and remain in tasks
longer than those students with extrinsic motivation (Pederson, 2003). Pederson (2003) found
that students who participated in problem-based learning demonstrated higher rates of intrinsic
motivation than during their regular classroom activities. The study researched sixth graders
who used Alien Rescue, a computer-based problem based learning program. The students
motivation levels were compared during regular instruction and a computer-based problem-based
learning unit. The study began with a teacher interview. The scale of Intrinsic verses Extrinsic
Orientation in the Classroom which included five subscales was administered to the students
before and after they used the computer program. The subscales included Preference for easy
vs. challenging work, personal interest vs. pleasing the teacher, Dependent vs. independent
mastery, and Reliance on teacher vs. independent judgment.
In problem-based learning (PBL), all of the learning comes from trying to solve a
complex, authentic problem. The problems usually relate to everyday life and thus can produce
student interest. During the solving process, students often collaborate with peers. The teacher
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acts as a facilitator who helps to examine the students thinking and does not tell the student how
to solve the problem.
With the same emphasis on student direction as problem-based learning, inquiry-focused
learning is a process that cultivates in depth thinking, exploration, and enhanced student
motivation (Harada & Yoshina, 2004).
Inquiry-focused learning is outlined as follows:
1. Connect-connect to self and previous knowledge, gain background knowledge,
observe and experience to gain an overview
2. Wonder-develop questions, make predictions and hypothesis
Investigate-find and evaluate information to answer questions and test hypotheses,
think about the information to illuminate new questions and hypothesis
3. Construct-build new understandings, draw conclusions about questions and
hypothesis
4. Express-communicate new ideas, apply understandings to a new context or
situation
5. Reflect-reflect on ones own process of learning and new understandings
gained from inquiry, pose new questions (Harada & Yoshina, 2004, p. 23).
According to Harada and Yoshina (2004), questioning should be at the center of the
learning experience to provoke the students own curiosity and wonder should provide the seeds
for meaningful learning (p. 22). Learning should be authentic so that it is relevant to the
students and provokes interest. The students should help to negotiate the direction of what will
be learned. By becoming part of the process, the students will become more engaged and
motivated. Learning should also be social and interactive, Students should also learn by doing,
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and solving problems should be an integral part of the learning process. Cooperative learning and
project-based activities will stimulate and engage the students to ultimately strengthen
motivation. Along with a greater motivation towards learning, students also benefit through this
type of learning in higher levels of understanding, increased self-direction, and stronger social
skills.
According to Mendler (2000), Fast and Easy has replaced work and earn as a motto
that guides many of our youth (p. 1). Students are missing the idea that it is their responsibility
to work hard in their education and motivation levels are down. When teachers find tools to
increase motivation, they will also find solutions to behavior problems. Mendler provides
strategies to motivate students under the assumptions that every student is capable of learning,
inherently motivated to learn, and will be motivated when adults treat them with care and
respect.
Mendler (2000) explains that a teacher can motivate students who dont care by applying
four key aspects: emphasizing effort, creating hope, respecting power, building relationships,
and expressing enthusiasm (p. 8). Emphasizing effort shows the students a strong connection
between achievement and effort. Teachers should give the students a reason for what they are
learning and show them the relevancy. Students may see themselves as incapable of achieving
therefore do not have motivation towards their class work. Teachers should look at the positive
and build off mistakes. Revising and retaking should be an essential factor in the curriculum so
that students are not afraid to make mistakes and take risks. Thoughtfulness can be a major tool
in both inspiring and sustaining motivation of others. The teacher can encourage students to
improve one little thing about themselves a day and promote courtesy so that thoughtfulness is
spread throughout the classroom.
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Creating hope involves creating mountains that students believe they can climb
(Mendler, 2000, p. 21). The curriculum should be challenging enough to engage students yet not
too challenging to promote frustration. Teachers should focus on the positive aspects of the
students work. Even criticism should be accompanied with a comment of approval. Many
books and other data show the connection between how we think of ourselves and how we
behave. Positive affirmation is extremely important for students to be motivated learners.
Teachers should also use the conventional method of showing students how achievement will
benefit their lives. Teachers should emphasize being organized and incorporate goal setting.
Rader (2005) also agrees with the importance of goal setting as a teaching strategy that
can strengthen student motivation. Rader states theories of self-esteem and motivation as a well
as research on resilience emphasize the importance of reinforcing the belief that students have
some control over what is occurring in their lives(p. 123). Goal setting can be used to motivate
students in all aspects of their lives. Students can develop academic goals, physical goals, or
social goals. Students can develop individual goals or classes can develop goals as a group.
Problem solving and decision-making skills are also reinforced through goal setting.
Rader (2005) outlined six steps to make goal setting successful. (1) It starts with
choosing a certain goal and documenting it. (2) The next step involves deciding a time when the
goal will be reached. Setting a time ignites the energy needed to reach the goal. (3) A plan is
then developed to reach the goal. Students identify their obstacles; recognize specific things they
need to achieve, and helpful resources. (4) The student then visualizes accomplishing the goal.
Visualization can be powerful in producing positive outlooks for the students. (5) The student
should then work hard and the teacher must provide positive feedback and encouragement so that
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students feel a sense of self-worth and self-esteem. (6) The final step is self-evaluation. Critical
inquiry allows students to identify effective practices of their experiences.
Mendler (2000) states the beliefs that we have about our own competence, autonomy,
and power influence our motivation (p. 35). Therefore, respecting power is an integral key to
motivate students. Students should be involved in deciding rules and procedures. Suggestion
boxes could also used in the classroom so that the students can express their opinions. Allowing
the students to teach certain skills, give demonstrations, and give directions also enables students
to feel empowered and strengthens their own comprehension.
It is essential for teachers to build positive and involved relationships with students in
order to promote motivation. The student has to know that the teacher cares in order for it to be
effective. The teacher can show that they care through listening to student feedback and making
appropriate accommodations. The teacher can give genuine compliments and take time to get to
know the students interests, concerns, and situations. Mendler suggests that if a teacher invests
two minutes a day for ten days, just trying to get to know the student, they will form a more
successful relationship with the student.
Expressing enthusiasm is the last key aspect for strengthening student motivation. People
genuinely enjoy being around people who are uplifting, lively, and energetic. A teacher should
carry these traits to captivate their students. Teachers should express and share their love for the
subject to captures the students interest. In a way, a teacher has to be a salesperson. Humor can
also engage students. Mendler (2000) states that research on learning styles, multiple
intelligences, and preferred learning activities tell us that there is no one size fits all when it
comes to how students learn, consolidate, and use information (p. 61). Therefore, a teacher
needs to capture all types of learners through drama, music, art projects, teaching through food,
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and theme days. When a student is engaged and interested, they become naturally more
motivated in learning.
Alternative Assessments and Motivation
Erwins (2004) interpretation of the work of William Glasser points us to the concept that
all people have the same basic needs: survival, love and belonging, power, freedom and fun. The
behavior of all people is purposeful in attempting to meet the needs in whatever way is available
at the time. Students in a classroom have these needs, but often find them frustrated. This
frustration can be expressed in misbehavior as well as a substantial decline in student motivation.
Strategies that can help students meet these needs can also be used to improve student motivation
in the classroom.
Traditional forms of assessment have repeatedly led to the frustration of the power needs for
students. High stakes testing have led to teachers taking more control of the learning process and
providing students with less opportunity to exercise control over their own learning (Amrein &
Berliner, 2003). Lack of control specifically frustrates the power needs of the students and
results in a build up of animosity and distrust of the assessment process. Often, standardized
testing is used in concert with a series of motivation reducing rewards or punishments that are
determined by student performance. The punishments all too often include retention of students
and graduation restrictions placed on students. It has been shown that in schools where high
stakes testing is used to determine student progression, students are more likely to drop out
(Amrein & Berliner, 2003).
State standardized testing limits the abilities of teachers to be flexible and original with their
curriculum. As a result, teachers begin to focus on the basic skills and vocabulary, narrowing the
curriculum and avoiding enrichment activities that take time away from the essential elements.
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This type of curriculum change will obviously have an effect on lower achieving students and
their own perception of their abilities. What can be more surprising, however, is the fact that
these changes can also have a detrimental effect on the gifted and talented students (Moon,
Brighton & Callahan, 2003). The needs of these students can often be overlooked when teachers
are concerned about meeting performance standards. The feeling of powerlessness to change
their own learning can lead to a decrease in the students intrinsic motivation.
In order to offset some of the negative effects of high stakes, large-scale assessment, teachers can
try to develop and utilize some alternative assessment techniques. When properly used, these
assessments can allow students to better meet their power and freedom needs, decrease their
frustration with school in general and improve their overall motivation to learn.
As a science teacher, I have seen first hand the improvement in student motivation that
can come about with assessments that are more performance based and more relevant not only to
the students learning but also to their own lives. Science as a subject loans itself to this form of
assessment and has been enjoying its benefits for many years both in the classroom and, to a
lesser extent, on the state assessments. While the presence of these assessment strategies is
obvious and beneficial in science, it has come to light that many alternative assessments can be
effectively used in other subject areas. Some of these assessments that are available for teacher
use are: portfolios, projects, performance testing and student initiated rubric scoring.
Research in assessment forms yields a major idea. One of the major factors in engaging
student motivation is the involvement of the students in the assessment process itself. According
to Erwin (2004), allowing students to participate in this process give students the opportunity to
fulfill their power need by taking control of their own learning.
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As previously stated, high stakes testing, including standardized tests that are used for
evaluative purposes can be damaging to the motivation of the students. While testing with open-
ended performance tasks can be more effective and focus on higher-level skills, students are
often uncomfortable with the change from traditional pencil and paper tests. This can be
attributed to the comfort level and familiarity that students have with traditional testing formats.
When the students are familiar with the test, they feel as though they have a better chance of
getting high marks on the assessment (Stefanou & Parkes, 2003). In non-traditional situations,
such as where no grades are being assigned, students have indicated more comfort with and even
a preference for more challenging and open-ended tasks (Stefanou & Parkes, 2003). In order to
overcome this difficulty, the classroom teacher must initiate the change in assessment styles. If
the students have more positive assessment experiences that are out of the traditional testing
model, they will be more comfortable and trusting of new assessment situations.
Successful student-involved assessment must meet certain conditions. First, the assessment must
be driven by a clear purpose. This includes the identification of whether the assessment is for
learning or of learning. Assessments that are designated as being for learning are intended
to engage students and allow them to take charge of their own learning. These are more effective
in motivating students that traditional of learning assessments like those that are used by most
states and schools (Stiggins & Chappuis, 2005). Secondly, the assessment must be derived from
achievement expectations that have been clearly defined. The assessment methods must also be
able to accurately reflect the prescribed targets so that the results can be used as tools to reach
proficiency. Finally, the assessment must have usable communication systems to deliver the
results to the intended users. This communication will only be useful to the users if it has more
detail included than a grade (Stiggins & Chappuis, 2005).
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often resulting in flat out refusal to try or even in dropping out of school all together. Teachers
have the power to engage student motivation with innovative alternative assessment strategies
that involve the students in the decision making process. For the students, this provides
opportunity to meet their power needs in positive fashion. For teachers and administrators, this
will improve student attitude toward learning and result in higher levels of achievement overall.
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CHAPTER THREE
METHODS AND PROCEDURES
Statement of the Problem
To some students, the classroom is an exciting and meaningful place where success and effort
are enjoyable. In other students we see a lack of interest, lack of pride and lack of desire to
learn; regardless of content area, grade level or district. These students are not interested and
therefore fail to find motivation to learn. We want to know how the instructional techniques of
the teacher and the class curriculum affect the motivation of students.
Purpose of the Study
The purpose of the study was to identify if instructional techniques that have been deemed
influential positively influence student motivation. We examined already existing research in
this area and make observations of K-12 classrooms. Using this information we looked for
similarities between teaching strategies and student motivation levels. The results of this study
will be used to develop more effective strategies in a classroom setting.
Research Question
The following research question guided the study:
Is there a positive correlation between teaching strategies and student motivation?
Participants
The participants in the study were from three different school districts in Northern New
York. The participants in the Hidden Glen Middle school were in two categories: middle school
students and middle school teachers. The middle school students were in grade levels six, seven
and eight. The students varied in ages between 11 and 15 years old. In the sixth grade, there
were approximately 90 students. In the seventh grade, there will be approximately 110 students.
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In the eighth grade, there were approximately 96 students. The distribution of male and female
students was approximately 50% male and 50% female throughout the school.
The school was rated as a low-income rural school, but has, at present a variety of
socioeconomic levels represented. The student body also has a significant number of children
with military families (between 5% and 15%).
There were two middle school teachers participating in the study. At the time of the study all of
the teachers will have tenure from the school district.
The participants in the Ontario Lake Central School were in two categories: high school students
and high school teachers. The high school students were in grades nine, ten, eleven and twelve.
The students varied in ages of 14-19. In ninth grade, there was approximately 160 students, in
tenth grade, 128 students, in eleventh grade, 98 students and in twelfth grade, 114 students. At
the present time, the school is rated as a rural school with high student needs.
There were two high school teachers participating in the study. At the time of the study all of the
teachers had tenure from the school district.
The participants in the Maple Valley Central School were in two categories: students and
teachers. The Maple Valley Central School was composed of approximately 418 students and 51
professional staff. There were two teachers total participating in this study. The participants will
represent the K-12 school district and were composed of elementary, intermediate and secondary
teachers. At the time of study all of the teachers had tenure from the school district.
Criteria for Selection of the Participants
The participants in the this study were in the Thousand Islands Middle School, the
Hannibal Central High School and the Harrisville Central School District. The participants were
chosen on the basis of the following criteria: agreement to participate in the study, provision of
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all necessary consent forms from participants and parents as needed. The participants were
either students or teachers at one of the three previously stated school districts. Teachers in these
school districts were selected based on recommendation from administration and their
willingness to participate.
Methodology
Teacher action research can be completed by anyone in the educational system. It is done by the
teacher, for the teacher. Educators may conduct teacher action research for a variety of reasons:
they may want to improve the school environment, learning environment, curriculum or the lives
of the students. Mills (2003) states action research engages teachers in a four-step process:
identify an area of focus, collect data, analyze and interpret data and develop an action plan (p.
5). Allowing teachers to research their own area of focus will allow them to complete a
systematic inquiry into something of interest to them. With teacher-action research no actions
will be forced upon them. Teachers will also have the freedom to collect and analyze the data as
they see fit. Teacher action research will give educators an opportunity to improve their
classrooms, curriculum and instructional techniques by developing and possibly implementing
an action plan. Education is an ever-changing profession and action research is an opportunity
for educators to say current in their field.
Rationale for the Methodology
According to Mills (2003), the information gathered in teacher action research enables educators
to gain insights, develop reflective practices, effect positive change in the school environment
and improve student outcomes and the lives of those involved. Not only can an educator have an
impact in the school environment with teacher action research, but with their professional life as
well. Teacher action research is an opportunity for growth, improvement and learning of an
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educator. Teacher action research takes an educator out of their comfort zone of their classroom
or school system and allows them to obtain information about other districts and classrooms.
The collaboration can also be acquired and will enrich ones professional development.
Procedure Used for Data Gathering and Analysis
The first procedure of data collection was a pre-observation interview with the participating
teachers. Next a classroom observation occurred, and then a follow up interview was conducted.
During the classroom observation, students that did not wish to participate in the study were
seated out of the field of view of the observer or they will be provided with an alternative activity
designed by the classroom teacher that would provide the student with equivalent instruction as
the classroom activity. There were five observations of approximately 45 minutes made of each
of the selected classroom teachers. During the observations, teaching strategies and student
engagement were being noted on an observation form. (see Appendix F) The interview
procedure consisted of two types of interviews. First, an open interview was conducted. This
interview will be a one-on-one interview with a teacher selected by the researcher. The
interview took place either during the teachers planning period, lunch period or immediately
after school hours. The teacher was given a copy of the basic interview questions before the time
of the interview in order to give them time to review the topic being discussed (see Appendix G).
The interview questions focused on the aspect of student motivation in the teachers classroom,
but they wereopen ended so that the teacher can express their opinion fully and clearly.
Although the interview questions were scripted, the researchers deviated from the list in order to
pursue an unforeseen topic of opportunity during the interview. A tape recorder was used, with
the permission of the interviewee, in order to minimize the amount of writing needed during the
interview as well as to preserve the reliability of the interview.
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A post observation was conducted. This interview was conducted in the same manner as
the interview style stated above with exception of the scheduling and the questions to be asked.
This interview was scheduled for immediately after school on the day of the interview and
utilized questions designed to go with the observation, but with a similar amount of flexibility for
the researcher. Once again, the teachers interviewed were given the basic list of questions in
advance of the interview.
In order to gain information about student perspectives on their own motivation and the
perceived effectiveness of the teaching strategies used in their classroom, students in the classes
selected for teacher observation were given a survey to complete before the classroom
observations are made. (see Appendix E) The survey took approximately ten minutes to
complete in class and was administered and collected by the classroom teacher. These surveys
were collected, but were not analyzed until after the classroom observations are completed. The
completion of the surveys also contributed to the researchers ability to present reliable data.
The data collected during the study was be analyzed by the researchers, in hopes of
finding a connection between instructional strategies and curriculum of a teacher and student
motivation. After the data was collected and analyzed, an action plan was created. In completion
of this study, the researches hope to enhance the engagement of their students and improve
motivation levels of their classes.
Timeline: Phase I
In the first phase of the timeline an area of focus will be identified. Student motivation will be
the focus for this study. Next, a literature review was completed. Current literature on
motivation in the classroom, motivational strategies and alternative motivational assessment
techniques were researched and reviewed. Upon review of current literature, a research question
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was developed: how does classroom instruction techniques and curriculum affect student
motivation will be the research question for this study. The last step in phase one was
reconnaissance, or preliminary information gathering (Mills, 2003). To gain insight into the area
of focus, the researches identified theories that impacted the practice, the educational values they
hold and these historical contexts of their schooling to determine how they got to be the way they
are. A descriptive to our area of focus is the students and improving their levels of engagement in
a classroom by providing a curriculum that is thought provoking and instructional strategies that
grasp the attention of the students. Most important is why the area of focus was chosen. In
many students a lack of interest in class, a lack of pride in their work and a lack of desire to learn
can be observed. Low levels of student involvement, student creativity and enjoyment may be
caused by the curriculum and instructional strategies utilized by the teacher.
Timeline: Phase II
Process for Data Collection
Stage 1 Securing required permission from participants, parents and school
1. Obtained written permission for the study from the building principal and the school
superintendent (see appendix A).
2. Sent home informational letter with the students for their parents about the purpose and
procedures for the study
3. Sent home informed consent and confidentiality forms with the students for both parents
and students to sign and return to researcher
(see appendix B & C)
4. Spoke directly with each teacher to inform him or her about the purpose and procedure
for the study.
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5. Had the teachers sign the informed consent and confidentiality forms
(see appendix D).
Stage 2 Student Surveys
1. Distributed student surveys to teachers of each grade level
2. Had the teachers give the surveys to the students in class so that the students would take
the surveys by themselves without influence of their peers (see appendix E).
3. Had the teachers collect the surveys and return them to the researcher for analysis.
Stage 3 Classroom Observations
1. Scheduled with each of the two selected classroom teachers five, 45 minute observations
of one or more of his or her classes.
2. Students that do not wish to be observed were moved to an area out of the field of view
of the observer. Students that do not wish to participate in the observed class were
provided with a separate location and an alternative activity that will be designed by the
classroom teacher to deliver equivalent instruction as the classroom activity being
observed.
3. The researchers observed the class for 40 minutes using the observation checklist (see
appendix F)
4. Conducted a post-observation interview with the classroom teacher
(see appendix G)
Stage 4 Teacher Interviews
1. Scheduled interview time with each teacher
2. Used the interview form, completed each interview (see appendix G).
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3. Taped the interview with the permission of the interviewee and transcribed at a later time
for analysis
Timeline: Phase III
We analyzed our data and generate our findings. The analysis consisted of finding
relationships within the data collected based on our already identified categories. Similarities
were grouped and measurements will be taken. The use of note cards and color-coding were
used to organize the findings and emerging themes. Comparative analysis was ongoing
throughout this process.
Timeline: Phase IV
The development of an action plan based on our findings
Data Management Procedure
The data collected in this study were in three different formats:
1. Student Surveys: The answers provided by the students were organized into tables
based on the following categories: topic, question and student response.
2. Classroom Observations: The checklist observations were collated and organized by
either teacher or student observations into a table based on previously determined
categories such as topic or behavior. Open ended observations were organized by
teacher or students observation and will be grouped into topic lists. For each
observation, a notation was made to describe in what time period the observation
occurred during the class
3. Teacher Interviews: The teacher interview answers that were direct responses to the
basic questions were grouped according to question posed. Questions that were
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posed as a result of a topic of opportunity were grouped separately and organized by
topic as appropriate.
Data Analysis
The analysis began with inductive analysis. In this step, the researchers compared all sources of
data as individual units and sorted the data into categories and themes based on patterns that
emerge for each source. The categorization of the data provided the researchers with the
opportunity to interpret the data using personal experiences, educational theory and literature
references. If any themes are recognized, they will be recorded for use in the second stage of the
analysis. The next step in the analysis was the constant comparative. In this process, the
researchers looked for large, recurring themes in the data that can be seen by looking across the
various sources of data. The final step in the data interpretation was the listing of the
information that the data either did not provide or provided unexpectedly; whether it was
expected information to questions that were left unanswered or a theme that emerged during the
analysis that provided unexpected insights.
Data Management and Validity
In order to preserve the validity of the data that was collected, the researchers took certain
precautions. Firstly, the researchers utilized data triangulation to establish the credibility of the
information gathered and the thematic nature of the analysis. The triangulation of the data
occurred with the four sources of information. Using the different perspectives from the
students, teachers and observers, the questions addressed in this study had the validity required
for proper analysis.
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The researchers ensured the validity of the results by avoiding interference with the
information being gathered. The questionnaires were given to the teachers and the surveys were
given to the students to complete without interference from the researcher. The information that
is gathered was shared with the teachers, students and parents ensured unbiased reporting of the
data, but only after the information had been categorized to remove any personal identification of
the responders. The taping and the transcription of the interviews likewise helped to preserve the
validity of the data. Along with these strategies, the researchers maintained an audit trail to
record their daily research procedures, utilized peer review techniques and provided
opportunities for member checks so that the study participants had an opportunity to identify
misinterpretations or mistakes in the data.
Role of the Researcher
The researchers were the research instrument and were influenced by personal bias. The
researcher gathered data, interpreted data and determined outcomes of the research pertaining to
the three school districts examined.
Reliability
Our data was reliable due to the use of multiple data sources. Triangulation was used to
assure reliability through the use of four sources. Our data was consistent throughout time and
similar results were expected in related research.
Trustworthiness and Credibility of Analysis
We used an audit trail and triangulation to assure credibility. We collected data with persistent
observation. We conducted peer debriefing and member checks before submitting the research
to the public.
Audit Trail
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An audit trail was completed so that an outside auditor will have available to them the
researchers data, analysis, and interpretation of the material collected. The material available
included written descriptions of the process completed and all paperwork completed throughout
the study.
.
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CHAPTER 4
RESULTS
Field Site 1: Ontario Lake High School
Introduction of Case Study Participants
At the Ontario Lake Central School in central New York, participants in this study were
two high school teachers and eighteen students. The participants were chosen on the following
criteria: agreement to participate in the study, provision of all necessary consent forms from
participants and parents as needed. Teachers in the school district were selected based on
recommendation from local school administrators, teachers, and school superintendents that I,
the researcher, sought out.
Description of Field Site
Ontario Lake High School is located in a city in central New York. Ontario Lake accommodates
approximately five hundred students. At the present time, the school is labeled as a needs
improvement rural school with high student needs.
Matthew
Matthew is a psychology teacher at Ontario Lake High School. He teaches a psychology course
that is designed for twelfth grade students at the district. Psychology is an elective that the
students may take and is not required for graduation. Matthew is a highly motivated teacher who
believes that each one of his students walks through the door with differing levels of interest and
motivation.
I feel that I do have the ability to foster student motivation. I believe that not only style
of instruction, but also methods of assessment and feedback can enhance students levels
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of intrinsic motivation. I observe the students level of active involvement. I also pay
attention to how students will go beyond the textbook to seek answers.
Physical Description of Classroom
Matthew does not have a classroom of his own; instead, he uses one of the foreign language
classrooms for his psychology class. The minute the students enter the room they move the
desks into a semi-circle. Upon entering the classroom, one notices a comfortable environment
start to form. Desk are being moved, students are conversing about the days events. Feet got
put up and for some shoes were taken off. I observed this class for five days and everyday the
same routine could be seen. Matthews desk is located in the front of the classroom but he rarely
stays there. The teacher will move next to the student when they talk or will sit with a group of
students at eye level to discuss topics or concerns.
My initial impression of the classroom is one that is pretty bleak. There were no posters on the
walls, no supplies on the front desk and no color in the room. I would assume that it is due to the
multiple use of the classroom by various teachers. It appears that this had no effect on the
student levels of motivation. Throughout the observations, the students were like sponges,
soaking up every word the teacher said. Without any distractions in the room around them, the
students only had each other and Matthew to focus on.
Personality Characteristics
Matthew is a very energetic person who seems passionate about teaching. During my
observations, I continuously noted how his energy level remained high throughout the lesson.
Numerous times during the observations I saw Matthew run from one side of the room to the
other, or from one student to another. The class was always energetic and lively. When I asked
Matthew about this he replied by saying, I drink 16 Red Bull energy drinks prior to class so that
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I appear as excited about the lesson as Id like my students to be. Matthew has a sense of
humor that comes though continuously throughout the class. Laughter is a common sound in
Matthews class.
Diane
Diane is an art teacher at the Ontario Lake High School. She teaches three photography courses
for the district. Photography is an elective that the students may take during any year and is not
required for graduation. Dianes classes are always full, are eager to take one of her photography
course prior to graduation. Diane came highly recommended by administration and faculty as
someone who is highly motivating. Diane replied with the following comment:
I define motivation as an internal driving force. I want my students to have a reason to
learn. I want them to have a strong work ethic. I feel frustrated though; I try to help
them [my students] find individual, personal reasons to succeed in my class but this
strategy is not working to the extent I would like. I feel frustrated.
Physical Description of Classroom
Dianes classroom is split up into four sections; in the back left quadrant is a work area. Six
tables with twelve stools are set up so that students can work. In the back right quadrant are
three computers, a scanner and a printer. In the front of the room, you will find a u-shaped table
arrangement used for classroom discussion and to your left, an entrance to the photography dark
room.
Initial Impression of Classroom
The minute you walk into Dianes classroom you would either feel right to home or over
stimulated. There are flowers in the room, which brought in a nice element of nature. There is
music on. Everything is painted. The chairs have vines of flowers painted on the legs, the stool
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seats have been hand painted with custom designs. The walls have murals painted on them. In
one section of the room the murals are all superheroes. The ceiling is painted and also contained
many poster-sized artwork. Photographs are pinned, or taped on to most cabinet surfaces.
Supplies are everywhere. The sink is full of photography equipment and countertops are stacked
with paper, pencils, and art supplies. I observed this class for five days and everyday I saw
students and teachers come and go as they pleased in this free environment. Dianes desk is
located in the middle of the classroom but she is rarely there. I, like most of her students,
enjoyed being in Dianes classroom. It was colorful, energetic and comfortable.
Personality Characteristics
Diane is a nurturing and caring teacher who seems compassionate and concerned about each one
of her students. She was always very kind and respectful. Diane is very accommodating. She is
an endless supply of information, time or supplies. I also found Diane to be very encouraging
and optimistic. As an observer, I heard encouraging words from Diane continuously throughout
the lessons. At one point in the observation a student said that she was not intelligent enough to
do shading. Diane replied by saying, take your time, it takes practice, you are doing a
beautiful job.
Diane is very energetic. She has an endless supply of energy to keep up with the
students. She gets pulled in many different directions and keeps up with the pace. At one point
in the observation, Diane had a line of five students behind her all needing something different
fixed. One by one, she got through the line.
Classroom Atmosphere
During observations, a unique classroom atmosphere could be seen. The classrooms were safe
and very open. The students were respected, and felt comfortable to be honest. In Matthews
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psychology class true confessions could be heard from the students during class discussion. The
two major categories of behavior that demonstrated a unique atmosphere were (a) focus on
student comfort and (b) personal connections to the students.
Focus on student comfort
In Matthews classroom, students would come in, move their desks into a semi-circle and for
some shoes would come off and feet would go up. In one particular lesson taught by Matthew, a
female student was sitting on the countertop instead of in a desk. The students seemed very
relaxed and comfortable in Matthews classroom.
In the middle of the lesson, students were given a break. This, I believe, improved student
comfort in the classroom. Students were allowed to get up, stretch, use the restroom, or get
something to eat or drink. This occurred everyday while observing Matthews classroom.
The same focus on student comfort was observed in Dianes classroom. Freedom is a main
component to Dianes class. Students have the freedom to use their class time to fit their needs.
If they are hungry, they may go to lunch. If they need to work on other classes or have personal
projects they would like to complete, they may do so. If they do not feel like working on art that
day, they do not have to. Diane does not worry about the students getting off task as long as they
work hard the majority of the time.
The classroom atmosphere also plays an important role in the comfort of Dianes students. The
different work areas of the classroom help to foster student comfort. Students may use any part
of the classroom to complete their work. There is an area for group discussion, one for
individual work and multiple hands on work areas. Music can be heard playing from a corner of
the room. Each of these elements creates a very comfortable and welcoming environment in the
school.
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Personal Connections to the Students
In Matthews classroom, a great relationship can be seen between him and his students.
Matthew moves next to the students when they talk to him or have a comment to say. Matthew
will also sit with the students to discuss topics at eye level. By constantly moving around the
room, Matthews connects on a personal level with each of his students. Matthew has created a
very safe and controlled environment in which the students feel very comfortable. The students
are honest and open during discussion. During his set break time for the students, many will stay
back and share comments they have or ask questions to clarify. For some, a large group
discussion is intimidating to them; Matthew allows each student to connect to him and the
material in their own way at their own time.
One other factor I observed that aided Matthew in connecting personally to his students is that
Matthew has nicknames for his students. The students seemed to be proud of their names and
laughter and smiles can be observed when Matthews called on the students by these names.
The same focus on personal connection with her students could be seen in Dianes classroom.
Diane would sit with the students and help them to work on material. The students showed that
same comfort level with her: they would sit next to her, work and joke along side of her. I also
observed mutual respect between Diane and her students. The students would periodically crack
jokes at Dianes but always they were respectful and did so in a kind and considerate way. I still
love ya is all Diane would say after someone joked around with her.
Diane has a lot of respect for her students. She is concerned about how they are doing in other
classes and in other aspects of life. The teacher is very interested in anything the students are
doing, whether it be art related or not. I observed the students fighting for Dianes attention.
Dianes energy always kept up with the demand of attention wanted and needed by her students.
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There is a lot of trust in Dianes classes. Diane gives the students her personal supplies, and
trusts them with it. One day I observed Diane giving out personal cameras, flashes, and art
supplies to the students for use on their projects. They were to return them the next day.
Dianes classroom was a great environment to spend time in, as an observer, I heard laughter,
excitement and student pride in their work. When their film negatives got developed or their
pictures got printed, the levels of excitement rose in the class. I observed no jealously or
negative emotions between the students. They were happy for one another when success
occurred.
Activity in the Classroom
During all the observations, classroom activity emerged as a major theme. The three major
categories that demonstrated this were (a) focus on pacing, (b) use of multiple activities and (c)
random selection.
Focus on Pacing
In Matthews classes, students have the freedom to jump into the discussion whenever they
would like. The teacher will stop, and let the students share their comments or concerns. Never
did Matthew rush through this when it occurred. If no one has responded in awhile, Matthew
will stop and survey the class to get their opinions on the topic of discussion. Matthew acts as a
facilitator to his class. He keeps it organized and going. I found his class to be very fast-paced.
He switched between mediums very quickly; while most students kept up with the transitions I
observed a few that did not. Many times throughout the observations, the student comments
went astray. Every time this occurred Matthew was able to regroup and refocus them back on
task.
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A very different, yet effective, method of pacing occurred in Dianes classroom. She
allows her students to work at their own pace. Students have the freedom to go to lunch, go take
pictures, work in the dark room or on the computers, or they can choose not to work on art that
day. Every student does something different, it depends on what direction the students would
like to take. The students in Dianes classes plan their own class, the teacher facilitates.
During one particular observation, Diane let the class in a group discussion. There were no
limits placed on it though, students were free to take the discussion in any direction they would
like and Diane expanded on her students comments throughout the activity. Time was not an
issue. Diane devotes as much time that is need to the task at hand.
Use of Multiple Activities
Differentiated learning was observed in both Matthews and Dianes classrooms. During my
time spent in Matthewss class, I observed discussion lessons, note taking, lecture groups,
personal reflection opportunities and visualizing activities. Because of numerous authentic
assessments that Matthew stopped and took, whenever confusion arose, Matthew took the time
to further explain his point. Matthew has the ability to take very complicated material and break
it down into simplistic terms. He did this many times by using great vivid examples to get his
point across.
In Dianes classroom, the lesson usually began with a recap discussion. Students would share
stories, ideas or concerns that they may have. Questions were asked about the previous day. I
found it interesting that during this discussion time, Diane switched focal points. She would
stand in the back of the classroom instead of the front. Dianes classroom is the perfect exemplar
of multiple activities. Organized chaos is how she described it. Every student is doing
something different. On one particular day, I observed students in the dark room, developing
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film, getting cameras ready and/or fixed, working on projects/portfolios, and getting film ready.
While her students were busy completing these tasks, Diane was fixing cameras, checking
film/flashes, helping students get organized and installing software programs on the classroom
computers. Teacher demonstrations occurred periodically throughout the class. During one
observation, the teacher compared using the art utensil to holding chopsticks. I observed that the
material was always broken down into simplistic forms so that student could better understand it.
Even with the fast-pasted environment and use of multiple activities, the students still seemed
impatient. On two different occasions, I heard these comments, lets go, next, its been fifteen
minutes (It was only eight).
Differentiated learning was also observed in Dianes classes. There were discussions, small
group workstations, independent study opportunities and computer technology integration
lessons. A portfolio project is used as the evaluation tool for the course.
Random Selection
In both Matthews and Dianes classroom, hand were not raised. Student spoke out when they
had a question, comment or concern. When these teachers asked a question, they tried to pull the
answers from the students. Both teachers tried for 100% participation from their students, they
want everyone involved. Students are held responsible in these classrooms, the teacher just calls
on them.
Connecting Material
In all the classrooms that were observed, the teacher connects the lesson to the lives of the
students, and to previous material in the curriculum. Personal stories were heard from the
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students and the teachers. The teachers used the personal experiences of the students to expand
the lesson and make connections and correlations in class.
Connections in the Curriculum
In Matthews classroom, he starts every lesson by pulling out background knowledge from his
students. He makes a point each day to show the students that there is a connection between
what is being taught that day in class, and what they already know or have experienced in life.
He expands on student examples and stories when appropriate. Whenever possible, Matthew
relates the comment to previous material that was learned. In every lesson I observed students
repeatedly asked clarifying questions. Students were making their own connections in the
curriculum and asking for clarification when they needed it.
Every day Diane discussed how the students could use the class material at home in real life.
Diane also continuously reminded her students that they could work on any project, even if it
was for personal use, as long as they can relate it to the class and the curriculum. During one
class discussion that occurred, I heard the teacher relates the assignment to real-life commercials.
Students were asking clarifying questions and pointing out real life examples that they have seen.
Discussion during class
In both Matthews and Dianes classroom, personal discussion occurred. At the start of every
class he relates the topic to the students lives. The students felt comfortable enough in this class
to tell personal stories, the teacher respond in many times by telling one of his own. In one
particular lesson, I learned that Matthew was Italian and had grown up in New York City. The
lesson for that day was on ethnicity and stereotypes. Any comment that was made from the
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students during this discussion was used as a teachable moment. The examples and comments
were used to lead the discussion, and connections were constantly made to what was previously
taught.
Diane is a perfect example of what she would like to see in her students. Throughout the
observations, Diane made numerous connections between class material and personal life. One
day she showed a painting her sister had done from a photograph she had taken. She explained
how her husband asked her to take down the picture because wherever he traveled in the room
the pictures eyes seemed to follow him. Earlier in the lesson, they class had discussed how
taking a photograph with the subject looking straight at the camera will give the illusion that
there eyes can move. Diane also showed many personal projects/photographs she had taken. The
beginning classroom discussion allowed her to do this. The students followed her lead everyday.
They too, shared personal stories and projects during this discussion time.
Humor in the classroom
Both Matthew and Diane have a great personality and incorporate humor into their classes. As
an observer, I heard laughter in each of their classroom everyday. Both teachers had the ability
to make jokes when the situation called for it, or lighten the mood of the class when needed.
Field Site 2: Hidden Glen Middle School
Introduction of Case Study Participants
At Hidden Glen Middle School, the participants involved in the study were two classroom
teachers, a resource teacher and two classes of students. The participants were chosen on the
following criteria: agreement to participate in the study, provision of all necessary consent forms
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from participants and parents as needed. Teachers in the school were selected based on
recommendations from local school administrators, teachers, and school superintendents that I,
the researcher, sought out.
Description of Field Site
Hidden Glen Middle School is a rural school in Northern New York. Each of the three grade
levels (6, 7 and 8) taught in the school have approximately 100 students. Within the student
body is a mix of sexes, races and religions typical to rural areas in Northern New York.
Tony
Tony Stark is a tall, imposing man with thick, wavy black hair. It is easy to assume that
the sixth grade students that Tony teaches would be intimidated by a science teacher that towers
over and dwarfs them, but Tonys soft spoken manner and witty sense of humor quickly set
students at ease. Tony has teaching experiences in a wide variety of situations and this
experience shows in his easy manner and flexibility. When talking with Tony, I learned that he
has a passion for teaching as well as for science. He is always excited about giving students
opportunities to learn and enjoy science and this excitement comes through in his bubbly and
exuberant manner.
Tonys Classroom Description
Tonys classroom, being a science room, has countertops and tables instead of desks.
The room is spacious and well organized. The student tables are organized in two long rows
with the students facing the front of the room. Unlike many science teachers with whom I am
acquainted, Tony is very organized and his room is neat as a pin. Walking into the room, one is
struck by a sense of order. Tony believes that this order is crucial to providing his students with
a sound learning experience in their first year in the middle school.
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Tonys Class Description
Tonys class consists of 22 sixth grade students. This group has, according to Tony, both gifted
and talented students as well as special education students. While the students with IEPs
(Individualized Education Plans) have not been determined to have severe learning impairments,
there is a large range of ability levels within the class.
Wanda
Wanda Farr, the seventh grade English teacher, is a motherly, caring presence. With children of
her own and strong opinions about what is right and wrong, Wanda is known by her colleagues
as someone who will always stand firm when it comes to the rights and proper care of the
students in her care. Wanda has been teaching English for five years and it clear that she loves
her job. Her manner with the students is loving but firm, providing guidance for matters ranging
from the proper use of a comma to dealing with difficult emotional issues in the lives of the
students.
Wandas Classroom Description
Wandas room reflects much of her personality. It is warm and inviting with carpeting on the
floor and posters and student work on the walls. The desks are set up in an extended U shape
that allows the students to see each other as well as the teacher. The warmth of the room also
reflects Wandas teaching style. The room is organized, but busy. The shelves are lined with
books as are the tables, making it clear as soon as you enter that reading is a priority in this room.
Wandas Class Description
The composition of Wandas class is much the same as Tonys. The group of 16 seventh grade
students is a mixture of ability levels. There are several students that Wanda indirectly identified
as gifted in her subject area as well as several students that have IEPs for learning disabilities in
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English skill areas. To provide assistance to the IEP students, the seventh grade resource
teacher, Mary, has been assigned to Wandas room during this class period. Mary is a terrific
addition to the classroom. The two teachers work together to provide a sound experience for all
of the students in the class.
Classroom Atmosphere
In each of the two classes that were studied at Hidden Glen, the students responded to the
classroom atmosphere that was set up by the teachers. The teachers involved in the study had
different styles and personalities that allowed them to influence the atmosphere and establish
ways in which to awaken the latent motivation of their students. The two major sub-themes that
have been identified as areas on which the teachers placed their focus are: (a) focus on student
comfort and (b) personal connections to the students.
Focus on Student Comfort
Tony believes that the experiences of the students, both at home and with previous teachers will
have a very powerful influence on their motivation to learn. He also knows that as sixth graders,
the experiences of the students in his classroom will affect their motivation throughout their
middle school years. As a result of his philosophy, Tony has developed a very structured
classroom.
While an outside observer may initially see the structure of the class as boring or tedious,
it is a very carefully crafted atmosphere to address the needs of the sixth grade students. The
students in his class, from the very beginning of the school year, learn what Tony expects from
them and how they should go about learning. During the observations, I noted that the students
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appeared very comfortable and relaxed with the class and the routines. Having a class that meets
your expectations and limits unpleasant surprises reduces the amount of stress being placed on
students.
Tonys students remain in their seats during much of his lessons, but are free to meet their
classroom needs. Students do not need to ask permission to get a tissue or to sharpen their
pencil. They also appear to be very comfortable with asking the teacher if they can use the
restroom or get a drink. While the students do have to ask permission to leave the classroom,
Tony is very willing to allow them to do so. This again reduces the stress levels on students and
allows them to focus their attention on the lesson.
Tony continues to focus on student comfort levels during his lessons. He is very quick to help
students with difficult pronunciations and he goes out of his way to explain concepts to improve
student understanding. As Tony circulates through the class, he addresses student concerns and
redirects off task behavior. The end result of his efforts can be seen in the students raising their
hands during lessons, offering their opinions during discussions and the fact that seven of the
eight students from Tonys class that were surveyed indicated that they enjoy coming to class.
Wandas classroom is altogether different than Tonys. According to Wanda, Its very hard to
motivate people that feel unsafe. This attitude is paramount in both her teaching style and her
classroom. She makes sure that the classroom has a warm, caring atmosphere that will allow the
students to feel safe coming to class and learning.
Wanda first focuses on taking care of student needs. Students can get tissues, sharpen pencils
and address other in class needs without asking for permission to do so. In order to leave the
room, student must ask permission, by Wanda is very accommodating and will allow them to get
a drink, visit the restroom or go to the school nurse whenever necessary.
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The warm atmosphere in the classroom continues with Wandas ability to reduce student stress
levels even when dealing with complicated material or subject matter. When giving notes on the
overhead projector, she will provide an up close copy for students that are having difficulty
seeing the screen. When giving a spelling test, she would provide the students with ample time
as well as encouragements and warnings about often missed words. She was often heard telling
students, Be careful, when working on a difficult spelling word or, take a careful look at your
homework to be sure, or, this way, if you do your homework wrong, you can redo it and get
full credit.
Encouragement plays a major role in her overall teaching strategies. She will not only
tell the students when they do a well in answering a question or on an assignment, but she will
make a special point of posting student work on her doors and cupboards. Wanda says,
Students like to see their work published. Taking a careful look at her doors, however, you not
only see student work with high grades, but also student pictures, drawings and poems that were
given to Wanda separate from the classroom assignments or events. Wanda takes obvious,
almost motherly, pride in her students and it seems to have an impact on their comfort level. She
also provides students to show off their successes in quick, low impact ways, such as asking for a
show of hands after grading a quiz, Who got a 105, a 100, 95, 90? Encouraging statements
such as, perfect or my man are also small, informal ways for Wanda to encourage her
students.
The warmth of Wandas room is also extended with her congenial work with the resource
teacher that pushes in to her room during the class period that was observed. The resource
teacher, Mary, is involved in the class to a degree where the students, both special needs and
general education, are comfortable asking either teacher for help or direction. The working
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relationship between the two women is friendly and helpful. Students seem to recognize the fact
that extra help is always available for them and they do not hesitate to raise their hands to ask for
it.
Wandas classroom atmosphere is based on being nurturing and warm. She has high
expectations for her students and is very straightforward when she needs to address problems,
but her goals are long term and her view of student success is not always based strictly on
academic standards. In fact, Wanda even expressed during her interview a concern about
attempting to motivate students which neatly captures her philosophy.
I disapprove of many of the pop-culture references that tend to be used to motivate
students. I want my students to be motivated, but I refuse to use techniques that I believe
are harmful in the long run.
Wandas emphasis in creating a safe and warm learning environment can be see in student
responses on the survey. While all of the students surveyed indicated that they enjoyed coming
to class, only half of them indicated that their reasons for enjoying the class would be related to
the activities done in the class. This could be seen equally in the observations of the classes.
While there were moments of typical groaning at the mention of some class activities, the
students responded with a smile when greeted with a good morning from the teacher and were
seen smiling and laughing on the way in to class as well as on the way out.
Personal Connections to Students
Tony stresses the organizational aspect of his classroom, but there is little doubt that there are
some personal connections that have been made between him and the students that are looking
for that connection. Students feel comfortable enough with Tony to ask questions about things
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that have happened at home or that they have noticed in their lives to which they believe Tony
will be able to provide an answer.
He uses personal stories from his past as well as the students own experiences in the lessons
which allow the students to feel more personally connected, not only to what they are learning,
but also to Tony and the school. Small, personal conversations do not tend to happen between
Tony and his students during class, given the structure and his focus on the material, but it was
noted that the times before or in between classes in which I was present, the students would talk
to him in the hallway and share jokes about some experience or prior conversation.
In Wandas classroom, personal connections to the students can be found everywhere, both
during class and in between classes. To begin with, Wanda lives in the village with many of the
students and will mention seeing them or their families out of school. Small, personal
conversations during transition times in the class are the norm with Wanda. She does not wait
for the students to initiate the conversations, either. It is not uncommon for the students to be
taking notes or getting out materials and for Wanda to talk to one student about their birthday
party or their sister or some other topic that is seemingly completely unrelated to her class.
Wanda regularly uses her own family as the example for writing lessons or in stories. She
openly encourages students to ask her about personal issues and she does not shy away from
topics that she feels the students will have an interest in or questions about. She is often seen
sharing jokes with individual students, but she is careful to spread around her attention as well as
responding to students that are trying to get her attention in positive ways and at appropriate
times.
Students in Wandas class are also exposed to friendly, personal connections that can be formed
between adults, such as Wa