Creating an Effective and
Proactive Learning Environment
Graduate Teaching Assistant, Sarah Cress
Art Ed 4273
MoSPE Madness…
• Objective Share
• GoAnimate Standard Four
Videos
• Classroom Rules and
Regulations Brainstorm
• MoSPE Fiv...
Writing Prompt…
Prompt (5.1) Think back to
your earliest school-based
memory. What rules did
your teacher set for your
cla...
Set the Scene for Productivity…
Working in pairs, create a
poster that you could
theoretically hang in your
future classro...
MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a lear...
MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a lear...
Invisible Classroom Management…
FoundationFoundation PreventionPrevention InterventionIntervention
- Anticipate problems
-...
Invisible Classroom Management…
Prompt (5.1, Classroom
Management) With your
teaching partner discuss
the classroom
manage...
Our Kids Are Conditioned…
“According to Skinner,
supplying the correct
answer--and being informed
by the program that it i...
Let’s Brainstorm!
Prompt (5.1, Motivation) Students have
been trained to behave in an educational
suitable domain. With th...
Achievement…A Loaded Term
“Individuals with a high need for
achievement have a stronger expectation of
success than they d...
Educational Stereotypes?
Prompt (5.1, Engagement) With someone new
discuss how you would approach students along
both side...
MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a lear...
A Class Critique….
In what ways
does your
instructor
organize class
time. List the
strategies.
A Co-Op Critique….
Choose one of your
cooperating teachers
from Belleville.
Describe the
classroom space and
the way in wh...
A Self Critique….
Prompt (5.2,
Transitions) Think
about your last day of
teaching in Belleville,
how did you and your
teac...
A Self Critique….
Prompt (5.2, Activities)
Think about your last
day of teaching in
Belleville, how did you
differentiate
...
MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a lear...
A Class Critique….
In what ways has
your instructor
attempted to
cultivate a warm
and welcoming
classroom
culture?
A Co-Op Critique….
Choose one of your
cooperating teachers
from Belleville. In
what ways have they
attempted to cultivate
...
A Self Critique….
Prompt (5.3,
Classroom Culture)
Consider your
internship curriculum.
In what ways have you
planned to cu...
A School Critique….
Prompt (5.3, School
Culture) Consider your
internship placement.
Describe the culture of
that particul...
A Community Critique….
Prompt (5.3,
Community Culture)
Consider your
internship
placement. Describe
the culture of that
co...
Artifact Brainstorm…
Now, let’s
brainstorm
some ways
we can
demonstrate
our newfound
knowledge.
Artifact Brainstorm…
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MoSPE Five

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MoSPE Five

  1. 1. Creating an Effective and Proactive Learning Environment Graduate Teaching Assistant, Sarah Cress Art Ed 4273
  2. 2. MoSPE Madness… • Objective Share • GoAnimate Standard Four Videos • Classroom Rules and Regulations Brainstorm • MoSPE Five Overview • Classroom Management • Motivation and Engagement • Time, Space and Transitions • Environment • Artifact Brainstorm • Artistic Release
  3. 3. Writing Prompt… Prompt (5.1) Think back to your earliest school-based memory. What rules did your teacher set for your classroom setting? Describe the expectations you recall.
  4. 4. Set the Scene for Productivity… Working in pairs, create a poster that you could theoretically hang in your future classroom space. This poster must be aesthetically appealing while also detailing your expected rules and regulations.
  5. 5. MoSPE Five… Standard #5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. Quality Indicator 1: Classroom management, motivation, and engagement Quality Indicator 2: Managing time, space, transitions and activities Quality Indicator 3: Classroom, school and community culture
  6. 6. MoSPE Five… Standard #5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. Quality Indicator 1: Classroom management, motivation, and engagement Quality Indicator 2: Managing time, space, transitions and activities Quality Indicator 3: Classroom, school and community culture
  7. 7. Invisible Classroom Management… FoundationFoundation PreventionPrevention InterventionIntervention - Anticipate problems - Make decisions - Teach content - Teach procedures and behavior - Maintain inner authority - Ask for help - Take care of yourself - Hold your ground - Positive connections - Teaching procedures - Consistency - Lesson design - Rules and consequences - Breaking the cycle
  8. 8. Invisible Classroom Management… Prompt (5.1, Classroom Management) With your teaching partner discuss the classroom management strategies you have observed in Belleville. Which strategies have you employed during your own teaching. Why do these strategies work with kids?
  9. 9. Our Kids Are Conditioned… “According to Skinner, supplying the correct answer--and being informed by the program that it is the correct answer--motivates the student to go on to the next frame; and as the student works through the program, the desired terminal behavior is achieved.” Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.html
  10. 10. Let’s Brainstorm! Prompt (5.1, Motivation) Students have been trained to behave in an educational suitable domain. With the person sitting across from you, brainstorm suitable ways in which you would “reward” students in the art classroom.
  11. 11. Achievement…A Loaded Term “Individuals with a high need for achievement have a stronger expectation of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment. Individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame.” Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.html http://college.cengage.com/education/pbl/tc/motivate.html
  12. 12. Educational Stereotypes? Prompt (5.1, Engagement) With someone new discuss how you would approach students along both sides of the Atkinson spectrum. What accommodations would you make for the high achievers, the low achievers…and for EXTRA CREDIT…the middle achievers?
  13. 13. MoSPE Five… Standard #5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. Quality Indicator 1: Classroom management, motivation, and engagement Quality Indicator 2: Managing time, space, transitions and activities Quality Indicator 3: Classroom, school and community culture
  14. 14. A Class Critique…. In what ways does your instructor organize class time. List the strategies.
  15. 15. A Co-Op Critique…. Choose one of your cooperating teachers from Belleville. Describe the classroom space and the way in which it is organized. What works? What doesn’t?
  16. 16. A Self Critique…. Prompt (5.2, Transitions) Think about your last day of teaching in Belleville, how did you and your teaching partner transition from step to step. What worked? What didn’t?
  17. 17. A Self Critique…. Prompt (5.2, Activities) Think about your last day of teaching in Belleville, how did you differentiate instruction? What worked? What didn’t?
  18. 18. MoSPE Five… Standard #5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. Quality Indicator 1: Classroom management, motivation, and engagement Quality Indicator 2: Managing time, space, transitions and activities Quality Indicator 3: Classroom, school and community culture
  19. 19. A Class Critique…. In what ways has your instructor attempted to cultivate a warm and welcoming classroom culture?
  20. 20. A Co-Op Critique…. Choose one of your cooperating teachers from Belleville. In what ways have they attempted to cultivate a warm and welcoming classroom culture?
  21. 21. A Self Critique…. Prompt (5.3, Classroom Culture) Consider your internship curriculum. In what ways have you planned to cultivate a warm and welcoming classroom culture?
  22. 22. A School Critique…. Prompt (5.3, School Culture) Consider your internship placement. Describe the culture of that particular school. What steps do you think were taken in order to foster such an environment.
  23. 23. A Community Critique…. Prompt (5.3, Community Culture) Consider your internship placement. Describe the culture of that community. In what ways have you addressed community in your curriculum?
  24. 24. Artifact Brainstorm… Now, let’s brainstorm some ways we can demonstrate our newfound knowledge. Artifact Brainstorm…

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