Q Assignment Instructions Instructions Submission of your graded assignment is due by 11:59 p.m. Central time on Sunday. Assignments should be created and submitted as an attachment in one of the following forms: (MS Word or PDF) as AssignmentTitle_LastnameFirstInitial.docx or .pdf. View the general instructions below for assignment requirements, formatting expectations, and grading rubric applied to all CM Assignment Sections. This information can also be found in the General Instructions for Classroom Management Assignments Specific Instructions for Module 6 CM Assignment, which is based on Chapters 11 & Motivation Chapter 11: Collaborating with Colleagues and Families After reading Chapter 11, use what you have learned from the chapter to answer the prompt questions below. Chapter 11 Details: Once you recognize that you are not the only one involved in educating your students, you will probably realize how important it is that you collaborate with everyone involved with your students. It really does take a village to raise a child (even when the child is a senior). 1. Identify who you are likely to collaborate with at school. List who all benefits from those collaborations and why they benefit. 2. List and describe in your own words the four skills and five dispositions necessary for effective collaboration with both colleagues and families (pp. 212–213). Reflect: which skills/dispositions are you strong in, and which ones need work? 3. Consider how you feel when you visit with a co-worker and all they ever talk about is bad news. I don’t know about you, but it makes me want to avoid them. With that in mind, how would you handle relationship-building with a resistant parent/guardian or family member and get them to see this is a team effort? 4. List the websites of two professional teacher/education organizations that you should consider joining as a future teacher (one more professionally oriented, like OEA, and the other one specific to your subject/content area or grade level). Describe the mission of each organization and explain how being a member can help you develop as a professional. 5. Of the 14 Ways to Communicate With Families (Table 11.2, p. 230; descriptions of each, pp. 218–230), choose six that you will most likely use in your classroom (two must be face-to-face communications). For each of the six chosen methods of communication: o Explain what information you should convey to the family. o Explain, in the face-to-face meetings, what information you hope to learn from the family. Chapter on Motivation After reading Chapter on Motivation (PDF found in this module reading and viewing resources list), use what you have learned from the chapter to answer the prompt questions below. Chapter Details: Motivating students is one of the most important things you will do as a teacher. Very few things we teach in school are automatically interesting to all students; so on a regular basis you will have a few students who have a hard time finding the motivation to learn specific things. Unmotivated students tend to learn very little and cause problems in class as they get off-task easily (because they have become motivated to do something else). No matter the grade level or subject, it is your job to help your students become motivated about the task at hand. In this chapter, Burden describes two different avenues through which students can be motivated academically: instructional motivation and assessment/feedback motivation (please note that there are many more forms of motivation threaded through these two). The author also details numerous strategies for each avenue which work well in motivating students. Specifically, Burden lists 12 general instructional strategies (Table 7.1, pp. 118–119) and seven general assessment/feedback strategies (Table 7.2, p. 132), with sub-strategies given for each of the 19 combined strategies. A short discussion of reinforcers/rewards: First thing, reinforcers are things that increase the likelihood that a behavior will be repeated (remember from the ABA Powerpoint). If you choose to use reinforcers I strongly advocate you use social reinforcers (“good job”, pat on the back, smile, high-five, etc.) or at least fade tangible reinforcers to social reinforcers. This is recommended for two reasons one social reinforcer(s) are natural reinforcers within our society and two they are the easiest to maintain a behavior without the burden of having to carry something else around (what if you don’t have a tangible available?). Now as a behavioralist we tend to use a tangible (toy, food, drink) at the beginning when changing a behavior (this is because the motivation for a tangible is usually higher than for social praise though not all the time) and then pair it with a social reinforcer like praise and then fade out the tangible reinforcer. Keep in mind your student’s health needs if you choose to use a food item at the beginning of a reinforcement schedule (allergies, weight issues, etc.) and always have a plan to pair and fade out the tangible reinforcer to help maintain the behavior in the natural environment. Also, a quick explanation about Motivation operations (MOs) and the two types: Establishing Operations (EOs) and Abolishing Operations (AOs) that affect the value (strength) of a reinforcer. The first thing to remember is EOs strengthen the value of a reinforcer for example when a student is hungry right before lunch food becomes a much more valuable motivator. Second, AO's weakens the value of a reinforcer and if you take the same example above after a student becomes full, food is no longer valuable so there is an abolishing operation to get food. This can also occur with any other reinforcer (having access to it all the time "satiated" lessens its value as a reinforcer). Reinforcement can fluctuate throughout the day as the MOs change from an establishing operation to abolishing operation and then back again, that is why a blanket approach to reinforcement is not recommended. Here are the links to various discussions of reinforcement and motivation in the classroom (both from an ABA and non-ABA perspective). • https://autismclassroomresources.com/reinforcement-in-classroom_19/ (discusses how to pair and then fade out to a social reinforcement) • https://www.educationworld.com/a_curr/curr301.shtml (Note that reward systems can be a lot of extra work and only function correctly if they are consistently maintained.) • https://www.pbisapps.org/community/Pages/5-Ways-to-Reward-Students-the-Right-Way.aspx (From a different perspective) • https://www.abaconnect.com/aba-terms/motivating-operations/ (an ABA perspective on how the motivating operation of a reinforcer can change) • https://thecornerstoneforteachers.com/truth-for-teachers-podcast/teachers-reward-students-theyre-supposed/ • Six Reasons Rewards Don't Work • Reward Systems That Work: What to Give and When to Give It! • https://ed.psu.edu/pds/teacher-inquiry/2005/lynchj2005.pdf (conclusion starts on p. 18) • 5 Ways to Reward Students the Right Way • Why You Shouldn’t Reward Students For Good Behavior • Should teachers reward students for doing what they’re “supposed” to do? Finally, the actual assignment. :) 1. Define motivation to learn in your own words. 2. Choose 12 motivational strategies (eight from 7.1 and four from 7.2) that you will use in your classroom. List each chosen strategy and give an example of how you will implement it in the classroom. (This sounds like a good place for a summary table….) Make sure you reference and use in-text citations from the textbook (6th ed), PDF provided in Bb(5th ed), and at least two of the outside source links (highlighted in Color) provided under the motivation prompt questions! If you need the references for the two Burden textbooks, look in your syllabus it is provided and yes in the video I did say the wrong year for the 5th ed I apologize for that. ________________________________________ Reminder every CM Assignment needs to have an introduction, body (response to question prompts for both chapters), conclusion (summary of both chapters if two chapters are assigned), and reference page (adhere to APA 7th Style). Do not use direct quotes, paraphrase only! Estimated time for completion: 10 hours for reading and writing reflection