Mobile Learning

 Mobile Learning

During every single module of the Teach Now program, there has been an emphasis placed on using technology inside of the classroom and rightfully so. With more and more schools aligning their curriculum with 21^st century skills, using technology is a vital part of being a participant in today’s world.  One particular subset of technology is mobile learning. Mobile learning (mlearning) is defined as any learning that takes place through social interactions using any type of personal electronic device such as a smart phone or tablet (Pandey, 2016).

As a teacher, we must prepare our students for a rapidly changing environment. To be successful, students must be able to keep up with current trends and technology. Another reason teachers should use technology and mlearning in the classroom is because it’s engaging to younger generations. Students no longer learn and connect the way past generations did and that’s okay. However, we can’t continue to learn the way we used to. Teachers must adapt and allow students to learn in ways that are meaningful to them. Teaching kids to learn through mobile devices means they will always have a wealth of knowledge in the palm of their hand. Education shouldn’t be about how much knowledge one can store in their head. It should be about how can one can access information and apply it to a practical setting using critical thinking skills (Sergio, 2016).

Guiding Principles

However, it is no secret that using technology in the classroom can sometimes serve as a distraction for students. TO ensure that meaningful learning is taking place, here is a list of guiding principles to help teachers use mlearning effectively.

·      Incorporate mlearning into your lessons organically to help supplement the SMART objective. Do not introduce mlearning into a lesson just because you want to have a tech component. It should serve a purpose.

·      Make sure students know how to use the technology correctly and have access to it (Teachers should test and practice using the technology themselves before explaining it to the students).

·      Mleanring should not completely replace other types of learning. They should be used simultaneously (or side by side) together.

·      Allow students the freedom to explore mlearning but keep a close eye on them and make sure they keep on track with the objective.

Mobile Activities

Camera: In activity 2, I talked about using the social media app Instagram for an ESL lesson about describing features of a person. This activity could also be used in the classroom without the app. Students could use the camera function to take pictures of their friends and use those pictures to describe them. Using mobile cameras is great for ESL classes because pictures are universal, unlike words.

GPS: In the 5^th grade ESL curriculum in Korea, we have a chapter using directions. Students could use the GPS or map function on their mobile phones to use words such as: turn left, turn right, go straight, it’s next to, it’s behind…

Voice Commands: In ESL, speaking is a practical component that often gets overlooked as textbooks often focus on reading and writing. Using the voice-recording feature, students could record themselves using key expressions and then play it back so that they can listen for mistakes in pronunciation.

Sources

Pandey, Asha. How To Use Social Learning; Retrieved from https://elearningindustry.com/can-social-learning-spice-existing-learning-strategy 29 July 2016

Sergio, Fabio. 10 Ways Mobile Learning Will Revolutionize Education; Retrieved from http://www.fastcodesign.com/1669896/10-ways-that-mobile-learning-will-revolutionize-education 29 July 2016

Getting Into The Zone

Cognitive flow, or just flow in the field of psychology) is the mental state in which one can perform a process with a certain focus and enjoyment. The concept was named by Mihaly Csikszentmihalyi (say that 5 times fast) and is widely referred to as “being in the zone.” This phrase is often used by sports commentators when an athlete is doing particularly well and seems to be extremely focused. Being “in the zone” often evokes an image of someone wearing horse blinders. They can only see what’s ahead of them with no distractions.  In flow, someone usually reaches their full potential and peak productivity. They are enjoying themselves and often lose track of time. They can often perform the tasks without actually thinking about them, kind of like being on autopilot.

In my own life, I experience flow through a variety of different activities. The three best examples I can come up with are typography, running, and reading. I like sitting down with a sketchbook and hand drawing letters ad different fonts. I can sit in a café and doodle half the day away. I am also an avid runner and run several miles almost every day. Running is great way to relax and relieve stress.  I also really enjoy reading and will often have my nose in a few different books at one time. I find all of these activities enjoyable and time flies when I am doing them. I often become much less aware of the world around me just focus on the process in front of me. People probably find flow in all sorts of different hobbies, which is probably why they enjoy doing them.  These activities (especially reading) relate to my personal PLN because I will be teaching Language Arts with different novels and reading skills.  I will also be doing a lot of reading for professional development and to keep up with current educational trends. 

Flow is important in education and in the classroom because it can help students learn more effectively. If students can reach a state of flow while doing something educational, imagine how easily the learning process could become for them. Flow helps them learn without really being aware that they are learning! R.F. McKay talks about how using games in the classroom can help students get into the zone.  Playing games gives students freedom and choice and allows them to have fun. Games shouldn’t be looked at a way of dumbing down learning objectives, but as way of letting students engage and explore content on their own terms. Achieving flow in the classroom requires that learning finds a balance between easy/boring and difficult/strenuous. 

Another famous theoretical linguistics researcher, James Paul Gee, argues that games can help students become literate. He claims that there are multiple literacies that students should become familiar with beyond reading. Some of these new literacies include new technology and digital resources. Gee is most known for his work with video games and how they can help students enter cognitive flow and learn.  

 Sources

Csikszentmihalyi, Mihaly. Flow: The Secret to Happiness; Retrieved from http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow 20 July 2016

McKay, R.F. Learning To Play; Retrieved from http://news.stanford.edu/2013/03/01/games-education-tool-030113/ 20 July 2016

Shapiro, Jordan. Games Can Advance Education; Retrieved from http://ww2.kqed.org/mindshift/2014/07/03/games-can-advance-education-a-conversation-with-james-paul-gee/ 20 July 2016

Teacher Evaluations

Unfortunately (or fortunately?) the teaching profession is not except from evaluations and assessments on the job. Teachers are often observed and critiqued on numerous things. However, unlike other professions, teachers are often evaluated on the success of someone else; their students. While assessing teachers on their student’s scores may seem appropriate on the surface level, there is a lot to take into account. Teachers are dealing with diverse classes with students that need special attention on a daily basis. Teachers usually have to deal with ESL students, special needs, low-level learners and socioeconomic diversity all within the same classroom and they usually have to teach with limited resources and immense pressure from state requirements. Not to mention, a student’s test score is probably not even the best indicator of success and is often biased based on an assortment of different factors, including their home-life. As you can see, evaluating a teacher can become quite the complicated process.

As we look at evaluating teachers, we must take into account a variety of different system to do so. We must also look at why we are evaluating them. According to AFT President Randi Weingarten, “teacher evaluations must be about improving teaching, not just rating teachers." While teachers may sometimes be unfairly evaluated, they should take responsibility for student learning by taking initiative to revamp the teacher evaluation process (Weingarten, 2016). 

One of the evaluation systems being used today is VAM (value-added modeling). VAM measures a teacher’s effectiveness by comparing the current test scores of a teacher’s students to the test scores of the previous year. The difference between the two is the value-added by the teacher. However, VAM has been criticized because the results will favor teachers who have less troubled students over teachers who have been randomly assigned more diverse classes (David, 2010).

Another type of evaluation system is a combination of formative and summative assessments done by school or state administration. First, teachers are given ongoing formative assessments of performance for the purpose of professional growth and improved practice. Second, they are given periodic summative evaluations or observations (Braun, 2013).

I think teacher evaluations should include the best of both worlds. Both measurement and development as a teacher are effective ways of assessing this profession. Evaluations shouldn’t just focus on rating teacher effectiveness, but giving specific feedback for improving teaching methods so that can become more effective teachers. An integrated system will be a better, fairer indicator of successful teaching. Teachers should be provided with professional development opportunities with support from their school districts. Teachers can be given mentors to work with and be given feedback from both students and parents. Peer and self-evaluations can also help assess a teacher as departments usually work closely together. 

References 

Braun, T. Teacher Assessment and Evaluations; Retrieved from http://www.nea.org/assets/docs/HE/TeachrAssmntWhtPaperTransform10_2.pdf 24 June 2016

David, Jane. Using Value-Added Measures; Retrieved from http://www.ascd.org/publications/educational_leadership/may10/vol67/num08/Using_Value-Added_Measures_to_Evaluate_Teachers.aspx June 23 2016

Marzano, Robert. The Two Purposes of Teacher Evaluations; Retrieved from http://www.ascd.org/publications/educational-leadership/nov12/vol70/num03/The-Two-Purposes-of-Teacher-Evaluation.aspx 24 June 2016. 

Weingarten, Randi. Teacher Development and Evaluation; Retrieved from http://www.aft.org/position/teacher-development-and-evaluation 23 June 2016

Pre-Assessments

Assessments come in many different forms and types and are given for a variety of different reasons. When creating and giving an assessment in the classroom, the teacher must first decide the purpose it will serve. As we learned in unit 1, assessments can be for learning or of learning. Assessments of learning measure how well students have achieved a certain objective. Assessments for learning allow teachers to adjust their teaching strategies to better suite the needs of the students in their classroom. A pre-assessment is given before the start of a unit to gauge student’s prior knowledge of certain subject. Because classrooms are filled with diverse learners, it’s important for teachers to understand how much their students know so they can differentiate content going forward. Student readiness has major implications in differentiation and can allow all students to be successful in the classroom and on summative assessments at the end of the unit. This flow chart shows 3 different strategies for differentiation after a pre-assessment. You can start by making a standard lesson for the 12 students who scored in the normal range and then differentiate from there. The 5 high-level students can be given leadership roles and opportunities to work independently and collaboratively with low-level students as a mentor. The 5 low-level students should be given scaffolding and graphic organizers to help them catch up with simple vocabulary and concept with teacher guidance. 

There are numerous ways teachers can implement pre-assessments, such as anticipation journals (students write about expectations and prior knowledge), group games and activities (students share prior knowledge to the group, carousel brainstorms (students collect a database of prior knowledge), and many more. However, just like summative assessments, pre-assessments must be differentiated to allow all students to share their prior knowledge on a certain topic. I created an interactive online quiz that students can take at home or in the library. This is a great way to incorporate technology into the classroom and doesn’t take up much class time.

As you can see, pre-assessments can be just as important to the learning process as post-assessments. They allow teachers to measure prior knowledge and differentiate accordingly by creating engaging lessons for all types of specific learners.

Resources

Assessing Prior Knowledge (2015). Retrieved from https://www.cmu.edu/teaching/designteach/teach/priorknowledge.html June 09 2016

 

Pendergrass, E. (2013). Differentiation: It starts with Pre-Assessment. Retrieved from www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx 09 June 2016

Pre-assessment Ideas (2016). Retrieved from https://sites.google.com/site/lrtsas/differentiation/5-preassessment-ideas 09 June 2016

High-Stakes Testing in South Korea

 I am currently teaching ESL at a middle school in the Korean public school system. Korea has been constantly performing at a high level on global standardized tests in recent years, especially on the PISA (Programme for International Student Assessment). Korea and other Asian education systems like Singapore, Hong Kong and Japan have dominated the top of the rankings along with one European country, Finland. Living and working in Korea for the past 3 years has taught me  a lot about the rewards and consequences of living in a high-pressure society that places so much importance on standardized testing. 

The “수능” (Suneung) is the infamous Korean entrance exam that all Korean high school students take in the fall of their senior year. This single standardized test score will determine what university a student can receive admittance from. Since it is only offered once a year, over 20% of students will delay university to retake the test and try for a better score (Hu, 2015). The SKY universities (Seoul, Korea, Yonsei) are well known for being the best universities in the nation and only take the top scores every year. Admittance into one of these universities usually means a job with one of the mega conglomerates of the Korean economy, like Samsung, Hyundai, or LG. The Suneung is known as being the most important test a Korean will take, placing an insane amount of pressure on the Korean youth starting as early as elementary school. Korean students are known to start preparing for the exam as early as 1^st grade by attending after school academic academies called “학완” (hagwons). Korean middle school students spend an average of 12 hours a day studying between normal school hours and attending hagwons after school and on weekends. South Korean families spend more than any other nation in the world on education with an average of 15% of their total income going towards extra academic resources (Dalporto, 2016). On the day of the Suneung, businesses open one hour late to keep traffic of the roads. Local police stations offer free escorts to students running late. Planes are rerouted and delayed to help reduce noise and distractions around test centers. In the week leading up to the test, Buddhist temples are often overflowing with praying parents. Underclassmen are known to form cheering squads that line the streets of towns, shouting encouragements and banging on pots and pan the morning of the test. I remember walking to work my year in Korean and being astonished at the sight of it all.

Because such importance is placed on education in the Korean society, teaching is one of the most respected career paths one can choose. While Korean teachers work very long hours and have an enormous amount of paperwork, they are rewarded with high social status and job security. Teaching is one of the most secures jobs in Korea and it’s virtually unheard of to be fired based on student performance. Despite being such a difficult job to obtain (only 5% of applicants gain acceptance into a teacher-training program or university) it’s still one of the top career choices for young Koreans. A long summer and winter break, plentiful bonuses, job security, and good government benefits (health insurance and pension) are just some of the perks teachers in Korea enjoy. If you compare this to the teaching profession in the U.S., the differences are startling. American teachers are often evaluated on how well their students perform on standardized tests and are not considered to be on the same level of society as doctors, lawyers, and other high salary occupations.

Because of Korea’s success on standardize testing, U.S. policy makers have taken notice and tried to emulate it. The No Student Left Behind Act is good example of standardized testing policies being put into place that are good in theory but can have severe consequences to students. While the U.S. routinely places in the middle on PISA results, it’s important to weigh the cost of getting to top. The pressure Korean students feel to succeed is almost unparalleled. Due to the heavy influence of Confucianism, Korea is a collective society and individual failure reflects badly on the whole family. Suicide is the leading cause of death among Korean youth (age 15-24). Students often don’t get home from late night study sessions until midnight and are up again at 5 a.m. the next morning.

Are the results of a standardized test worth robbing students of their childhood? And what exactly are these standardized tests evaluating? Standardized tests often emphasize memorization over critical thinking and application to real-world knowledge (Badke, 2015). Korea’s Ministry of Education just recently announced a plan to reduce the amount of summative testing in middle schools by promoting “free-semesters.” These free-semesters will encourage students to experience learning activities outside of the classroom by taking field trips and doing job shadowing. These activities will take the place of mid-term and final exams in the second semester of each school year.

As you can see, there are differences and similarities between Korea and the U.S. when it comes to standardize testing. While countries use high-stakes testing, Korean culture and society places more emphasis on the results. Even though Koreans are continually scoring at the top of the PISA, the costs are not worth it in my opinion. However, there is one thing that that U.S. should take away from Korea and that’s the mind set they have towards teachers. Even though standardized testing is so important, a teacher’s value is not determined by the student’s results. They are rewarded with a safe job, good salary, and well-respected in society.

Cited Works

Badke, William. The Conversation Retrieved from http://theconversation.com/what-can-the-us-learn-from-south-koreas-testing-pressures-40365 03 June 2016.

Dalporto, David. South Korea’s School Success Retrieved from http://www.weareteachers.com/blogs/post/2015/04/01/south-korea-s-school-success 03 June 2016

Hu, Elise. Even the Planes Stop Flying Retrieved from http://www.npr.org/sections/parallels/2015/11/12/455708201/even-the-planes-stop-flying-for-south-koreas-national-exam-day 03 June 2016

Planning Assesments

There are two types of assessments that teachers can use in the classroom. The first type is a formative assessment and these are used during class as ways for teachers to gauge how well their students are comprehending the lessons. These informal evaluations help the teacher identify students that need extra help and students who are comprehending the information. The second type of assessment is a summative assessment and these are usually performed at the end of a unit as a more formal evaluation. Grades or point values are usually assigned and towards the student's final grade on an official report card or transcript. According to Rick Wormeli, author of Fair Isn't Always Equal and Differentiation, formative assessments offer better feedback to student's and are a more effective way of evaluating students in real time (Wormeli, 2010).

Objective 

Students should be able to summarize the key incidents and turning points within a story by the end of the unit.

Formative Assessments 

Entrance Tickets: At the beginning of the class, students write down the main incident from the previous required reading on a note card (Dyer 2014). After collecting the note cards, I can use them as a quick assessment at the start of the class to know whether or not I need to review the previous chapter in the text and whether or not students understand the key plot points. High-level students can even color code their note card with a marker (Red: Very Important Incident, Orange: Semi-Important Incident, Yellow: Not Very Important).

Rationale: I like this assessment because it gives me a base from which to start a class so instead of going into it blindly, I can have an understanding of exactly where my student's proficiency level is on the past chapter and go from there. If students can't identify the key incident in the chapter, then I may need to spend some time reviewing it before going any further. Being able to identify a key incident in a single chapter can help students identify key incidents on a broader scale, such  as a whole story.According to Judith Dodge of Scholastic, formative assessments need to vary from lesson to lesson. Variety is the key to consistently good assessments (Dodge 2015).

Draw It: The students are told to draw one incident from the previous required reading that they think is the most important to the story. Then, we go around the room and they can show the drawing to the class and explain why they choose this specific incident. (Dyer 2014).

Rationale: This is a quick a dirty way of getting student's to think of a big idea and I really like this assessment because it gives students some freedom to be creative, have fun, and explain their thinking. I can also use this assessment for another objective, such as identifying key lines of dialog in a story by having students create a comic strip of the most important line of dialog in the chapter.Visual representations help students make better connections with the source material and increases memory comprehension (Dodge 2015).

Carousel Brainstorming: In this assessment, students breakout into small groups and quickly discuss the main plot points from the previous required reading. Once they decide on one, they share with the other groups (Dyer 2014).

Rationale: I like this assessment because it allows for teamwork and for students to compare and contrast their ideas with other group's findings (Dodge 2015). This also allows the teacher to walk around from group to group and listen to the dialog going on between students which is a great way to gauge understanding and comprehension. According to Wormeli, descriptive feedback is vital for students and this would be a good way for the teacher to give it right away by addressing the three main questions with each group: What was the goal? Where are you in relation to that goal? How can we close that gap?

Sources

Dodge,  Judith. What Are Formative Assessments and Why Do We Use Them? Retrieved from http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them; January 25, 2016

Dyer, Kathy. Teach. Learn. Grow. Education Blog, Retrieved from https://www.nwea.org/blog/; January 22, 2015

Wormeli, R. 2010 YouTube Video: Formative and Summative Assessment, Retrieved from https://www.youtube.com/watch?v=rJxFXjfB_B4; January 25, 2016

Standards and Backwards Mapping

8^th Grade Reading Literature (Key Ideas and Details) Standard

CCSS.ELA-Literacy.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.

Backwards mapping is the process of starting with an end goal or objective and working backwards to create learning experiences and activities that help students meet the desired objectives that were established first. This strategy is effective because it ensures that teachers are helping their students meet the end goals by designing their lesson plans around them. Most often, the end goals will be common core state standards and for this activity, I have chosen the above standard for 8^th grade reading class. I chose this standard because of my passion for reading and the grade level (I plan on teaching ELA middle school).

3 Proficiencies

Students will identify major and minor characters in a story or drama.

Students will analyze how particular lines of dialog in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Students will analyze how particular incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

3 Assessments

Class discussion questions at the end of each reading assignment throughout the entirety of the story or drama

Short quizzes about the major plot points and character dialog throughout the entirety of the story or drama

Summarizing the story or drama with emphasis on character dialog and plot points at the end of the unit

3 Learning Experiences

Character Mapping: This activity involves giving students a blank figure that they can draw and color on as they read the story. The student’s should add things that pertain to the character’s personality (ie. A businessman could be wearing a suit and a green tie that represents greed or money). They also keep track of important dialog that comes from that particular character.

Story Mapping: Story mapping is similar to character mapping but pertains to significant plots throughout the story. The students can do this as a class on a blank bulletin board. When students identify a major plot point, they map it on the board. As the story progresses, it’s easy for student to refer back to the map to remember key details.

Creating a Movie Trailer: The story is being turned into a Hollywood Blockbuster! Students write an outline and create a movie trailer based on the major plot points on the story. A good trailer will tease the story by summarizing important dialog and incidents without giving away the ending.

Understanding and Applying Standards

For this unit, I learned to unpack a common core standard, wrote SMART objectives for them and used backwards mapping to plan activities and assessments to help achieve these standards. All three of these processes helped me understand lesson planning and breaking down a standard in order to better understand it.  As teachers, we must use these strategies to help our students achieve the objectives set before them by simplifying the complex wording and ensuring that we have encompassed both the breadth and depth of each standard. Only by doing this can we begin to create effective lesson plans, assessments and goals.

Unpacking a standard was relatively easier than I first thought it would be considering the sophistication of some of the common core standards. The premise behind unpacking standards is to break them down to ensure that you know exactly what the standard is asking the student to do. Because some standard can be complex and lengthy, it’s important to simplify them. This makes it easier for the teacher to meet all of the goals in the standard. By identifying the verbs and nouns within each standard, it can easily be unpacked. The two main objectives are to identify what the students need to know and what they need to do to demonstrate that they are meeting the standard.

Backwards mapping is the concept of working backwards from the objectives of a standard. Instead of planning lessons around a particular topic, you should plan them around a particular end result.  By doing this, the outcomes are more likely to be met by students. Starting at the end and working your way backwards is an effective strategy for teachers when lesson planning. In backwards mapping, there are three main steps. The first step is to determine the desired result or objective. The second step is to determine the assessment that students will do in order to prove they are meeting the objective. The third and final step is planning activities that help student learn and meet the objectives.

Writing objectives for standards was a bit more difficult for me to fully understand. I don’t quit know the difference between unpacking a standard and writing an objective for it. It seemed to me that they were very similar and that objectives were basically already written into each standard. I had a hard time with this because of the similarities and I’m worried that I don’t know the distinction between the two besides the fact that objectives have the SMART guidelines.

Overall, I learned a lot about understanding and breaking down standards. These three processes will help me create better lesson plans and help ensure that my students are meeting the objectives. While the sheer volume and complexity of the common core standards can feel overwhelming, these are great methods for helping organize the perceived chaos.

Applying Classroom Rules and Procedures

As we’ve studied in Module 4, establishing classroom rules and procedures is very important, especially at the beginning of the school year. There are two opposing sides to rules and procedures: consequences and positive reinforcement. Students who follow the rules and set good example for the rest of the students should be acknowledged and rewarded for their good behavior. Students who don’t follow the rules and exhibit bad behavior should suffer come kind of consequence. How you decide to manage classroom behavior and the distribution of positive to negative influence is entirely up the teacher but in The Art of Science and Teaching,  it states, “Clearly, the results of these studies should permit schools to strike a healthy balance’ between rewards and punishments.” (Marzano, 2007) 

Positive Reinforcement

There are several ways that teachers can administer positive reinforcement. Simple verbal and nonverbal cues towards students or groups of students can act as positive reinforcement. For example, if a set of particular students is setting a good example and adhering to a classroom procedure, the teacher can make a small comment or direct some words of gratitude towards those students. If the teacher is well liked and respected, then the students will be more inclined to please the teacher and seek these affirmations. In my own personal experience, I try to point out examples of good behaviors and draw attention to them. Not only am I praising the behavior, but the students are aware of what I am looking for from examples set by their peers and not me. Other good way to administer positive reinforcement is to get the parents or guardians of the student involved. Phone calls or e-mails home are a good way to share good behavior reports with the people that are important to the student. I have learned that the more positive reinforcements the student gets outside of the classroom from more people than just me, the more effective it is. It’s great if I praise a behavior in class but it’s even better if the parents acknowledge it outside of class at home. This increases the likelihood of the good behavior continuing in the class. In my classes, I also have a reward system for the both the class and the individual. If the individual student distributes a good behavior, then they are rewarded with a sticker on their personal chart and can redeem stickers for prizes throughout the year. I also keep track of class behavior which helps students understand the importance of teamwork and that their negative and positive behaviors effective everyone, not only themselves. 

Negative Consequences

I tend to use negative consequences less than positive reinforcement as a personal teaching philosophy. While The Art of Science and Teaching does point out that both need to be used in the classroom, studies have proven that positive reinforcements work better and have a more lasting effect than consequences. I can attest to this from my own personal experiences in the classroom which is why I use both but, but not proportionately. When administering consequences, it’s important that teachers have “withitness,” or are observant and aware of their surroundings at all times. This helps to stop bad behavior before it starts to spiral out of control and really affect the learning of other students. I always try to stop major displays of bad behavior immediately and if there is a major problem, I will address it after class in private. This saves the students from suffering any unneeded embarrassment. Making students stay after the bell or giving them a little extra homework are ways you can punish them without being too severe. It’s important to remember that your reaction to bad behavior should gradually increase the severity of the actions. Don’t immediately go from calm to angry without fully addressing the situation first.

Like I’ve mentioned before, it’s best for each teacher to find what works best for them. Each class and each student will be different and unique so what works for one class or student may not work for others. You want to reward students without becoming a “push-over” and losing their respect but you also don’t want to punish them too severely where you lost their trust and admiration. It’s a tricky balance that only experience and knowledge will truly prepare you for. 

 

Sources

Marzano, R. The Art and Science of Teaching, Retrieved from: https://s3-us-west-2.amazonaws.com/platform-user-content/prod-copy/get_help_resources/activity_resources/module4/The_Art_and_Science_of_Teaching.pdf January 4 2016