Assignment #2 - Case Study - Motivation & Classroom Structure & Climate

Group: Hayley, Abby, Kailey, Laurel

Ed Psych Section PQR, Professor Marian Biggins

Date: November 1, 2015

Scenario: Mrs. Maynards Well-Behaved but Uncooperative Students

A.

Causes

The underlying causes of the problem here could be as follows:

This classroom might feature an overstimulating environment. It might for example feature
volume levels that are too high, there might be too much information and too many images on
the walls, there might be overly cluttered surfaces, a messy floor, and a door that is always open
to hallway noise and distraction. If any of these factors are present, or a combination of them,
that might cause students to feel stress and tension and reduce their ability to relax and work
cooperatively with one another.

It is possible the teacher has not taught her students how to work well as a team. She can only
expect her students to behave in a way she has taught to them and perhaps, if she has not yet
done this, that is why her students are struggling to work well together.

Perhaps there is underlying social tension within this classroom. For example, cliques might be
present within the student group. Perhaps this school is located in a small town in which the
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existence of cliques is pervasive, including adult cliques, and mean spiritedness and gossip are
common. If there is underlying social tension within the community and within the classroom,
that might decrease students willingness to cooperate with one another.

It is possible that some of the students in this classroom have troubled home lives. They might
live in home environments in which they experience tension and conflict on a regular basis,
rather than cooperation and respect. If so, that would likely decrease students willingness, and
possibly their ability, to cooperate with one another.

Perhaps the students in this class do not often work in groups. If they have not had this
opportunity, then they would likely not have learned how to do this.

It is possible that the teacher of this class might be tense, herself. If this teacher is not taking
care of her mental, emotional, and/or physical health, and/or if she is feeling or acting tense, her
students will inevitably sense that, however unconsciously. If that is the case then the students
will behave similarly, again however subconsciously or unintentionally. The students will reflect
and possibly even mimic the behaviour the teacher is modelling.

It is also possible that one or two of the students in this class are troublemakers, bullies, or
instigators of conflict. If that is the case, that could likely decrease or even eliminate students
desire to take the emotional risks necessary cooperate with each other. Instead, they would
seek to remain safe and secure, physically and emotionally.

Perhaps the student desks in this classroom have always been separated, for example by being
arranged in rows, rather than being grouped together in a semi-circle, pod, or other cooperative
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type arrangement. If the students have never had their desks grouped together or arranged in a
more cooperative fashion such as a semi-circle, it would likely be more difficult for them to get to
know one another and adjust to the idea of working cooperatively.

It is possible that there has been a traumatic or difficult event for the school community, and that
the students have not yet had the opportunity to truly acknowledge and process their reactions,
including grief. If for example a member of the school community has died, been seriously hurt,
or abruptly moved, students might be upset about that, and have withdrawn into themselves. If
students are experiencing unaddressed emotions that would likely make them less likely to
extend themselves emotionally and take the emotional risks necessary to work cooperatively
with others.

It is possible, per Maslows hierarchy of needs theory,1 that the teacher of this class has
fostered an atmosphere of competition for her students, rather than one of emotional safety and
acceptance. For example perhaps the teacher has used too many summative assessment,
rather than formative assessment, techniques. Perhaps she has marked students on a bell
curve, in which case students would be competing for good grades at the expense of one
another, and possibly be aware of that. If so then students, particularly students who
consistently pursue high marks, might act in a competitive and non-cooperative manner.

As Woolfolk, Winnie, and Perry write:

A child whose feelings of safety and sense of belonging are threatenedmay

have little interest in learningIf school is a fearful, unpredictable place
1 Maslow, A.H. (1968). Toward a psychology of being (2nd Ed.), New York, NY: Van Nostrand.
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[students] are likely to be more concerned with security and less with
learning2

Considering further examples of how she might foster competitiveness, the teacher might also
have publicly ranked her students, perhaps according to their current class marks, by posting
the rankings on the classroom wall or class or school website.

Similarly, the teacher might have regularly and publicly bestowed a special honour upon one
student based upon high student marks, for example by naming one student the Star of the
Week. She might have posted that information on the classroom wall or class or school
website, making it public and thereby, however inadvertently, shaming students who were not
given the honour.

If the teacher has fostered an atmosphere of competition among her students that could
understandably and predictably foster students feelings of shame, embarrassment, and
competition with one another.

It is also possible that these students are aged five or six and therefore at a developmental
stage, per the social development theory of Erik Erikson,3 at which they seek to establish
independence from others. If that is the case then their desire for independence could cause
them to behave in a manner that is too forceful or that could appear to be, or be, competitive.

2 Woolfolk, A., Winnie, P., & Perry, N., (2016). Educational Psychology, Sixth Canadian Edition.
Upper Saddle River, NJ: Pearson Canada Inc. p.404.
3 Ibid. p. 82-83.
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If, again per Eriksons developmental stages theory, the students are adolescents, then what
matters to them would be the establishment of their individual identities, including their identities
within peer relationships.4 If that is the case then perhaps various social issues and tensions
between the students could be at play here, decreasing students willingness to cooperate with
one another and increasing their competitiveness.

It is also possible that the class features an unusually high number of only children, unused to
having siblings and therefore unused to sharing and cooperating with others. If that is the case
then it is possible that the classroom environment has been negatively affected by those
students attitudes, possibly decreasing other students willingness to cooperate with one
another.

It is possible that the classroom environment is one in which students are physically
uncomfortable. For example the classroom might not be warm enough, or its indoor lighting
might be too harsh. Perhaps the teacher plays music too loudly, too frequently, or not frequently
enough. Perhaps also there is an unpleasant smell or smells emanating from somewhere within
the classroom, school, or outside the school building that make it difficult for students to feel
comfortable. Any of these physical factors might make it difficult for students to feel comfortable
physically, emotionally, and mentally, which in turn might decrease their willingness to take the
time and emotional risks necessary to work cooperatively with others.

It is also possible that this classroom is in a northern community, such that perhaps the
classroom does not receive any natural light through its windows during the daytime hours
during a significant part of the year. If so, then any children in the class who suffer from
Seasonal Affective Disorder (S.A.D.) might experience unpleasant physical and emotional
4 Ibid. p. 83.
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sensations, which per the hierarchy of needs psychological theory of scholar Abraham Maslow
could detract from their ability to work effectively with others.5

It is also possible that the teacher herself might suffer from S.A.D., thereby potentially
decreasing her sensitivity to students needs and her willingness and ability to foster students
cooperation and peer support.

Perhaps other mental health issues are at play in the community in which the classroom is
located. For example substance abuse, domestic and other violence, and/or suicide might be
challenges faced by these students or other members of their community, including their family
members. If so, then students might necessarily focus on surviving and coping day-to-day,
rather than focusing on their schoolwork or working cooperatively with their peers.

It is also possible that the students do not yet know each other well enough to work
cooperatively and in groups, perhaps because it is the beginning of the school year.

Perhaps the teachers at the school, including possibly the teacher of the class in question, do
not work cooperatively with one another, and perhaps even interact with each other from within
cliques. If so, then the students have seen a lack of cooperation and peer support modelled by
the adults in their school community, likely reducing their willingness to cooperate with others.
Per the social learning theory of psychologist Albert Bandura, the students would be learning
vicariously, or observationally, as they observed the behaviour of the teachers.6

5 Maslow (1968).
6 Woolfolk, Winnie, & Perry, p. 251.
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Similarly, it is possible that the teacher of this class is someone who is isolated and/or
competitive, herself. If so, then per Banduras theory she might be unintentionally modelling
competitive and isolationist behaviour for her students, potentially decreasing their willingness to
cooperate with one another.7

Finally, it is possible that the classroom teacher does not work cooperatively with her students,
including by seeking their input about classroom activities and group work possibilities. If so,
then per Banduras theory students would be less inclined to cooperate and collaborate not only
with the teacher, but with one another.8 It is possible that these students have learned from their
teacher not to consult and work with one another.

Now that we have identified possible causes of the problem in this classroom, we turn our
attention to the action plan this teacher could implement in order to rectify it. We will do so by
applying what we have learned from Education Albertas proscribed teacher Knowledge, Skills,
and Attributes (KSAs) and from our Educational Psychology course this fall.

B.Action Plan

Specific Learning Objective (goal): The students will be able to effectively cooperate with one
another in the classroom.

7 Ibid. 251.
8 Ibid. 251.
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Detailed intervention steps the teacher will take:

1.

Reflection on behaviour, attitudes, and teaching style

Per KSA 15 (the importance of career-long learning), the teacher reflects on her own behaviour,
attitudes, and teaching style. The teacher decides to include more group work within her
lessons, so that students will have more opportunities to learn how to work in groups.

The teacher also considers how she may be modelling uncooperative behaviour in her teaching
style with students and colleagues, as well as in her demonstrated attitude towards herself. For
example, is she too hard on herself, and if so, is that demonstrated, however unintentionally, to
her students?

As a part of this, the teacher reflects upon the Programs of Studies for her students. She selects
and examines the portions of the prescribed curriculum that include the need for students to
learn the skills of cooperation, collaboration, and group problem solving.

She sees that, for example, the Social Studies, Grades K - 3 Program of Studies includes, as
listed under General Learning Outcome 2, the following Specific Learning Outcome:

K.2

I Belong

Students

will

demonstrate

an

understanding

and

appreciation

of

the

characteristics and interests that unite members of communities and groups.

The teacher realizes that students will only learn how to effectively work in groups if they are
given regular and non-threatening opportunities to do so. She realizes that she needs, per KSA
7, to foster students need for physical, social, cultural, and psychological security, which
includes ensuring that students learning environment encourages cooperation over competition.

2.

Revision of teaching approach and lesson plans

The teacher revises her general teaching approach and her lesson plans to incorporate more
group projects. Per KSA 9, the teacher remembers that there are many approaches to teaching
and learning. In light of that she realizes that she can and should incorporate more group work
into her students days so that they will have the opportunity to practice what they are learning.

The teacher considers that there are many ways in which she can integrate differentiated
learning into her instruction. She realizes that for example not all of her students need to work
together in groups at the same time. She decides that perhaps students should instead have the
opportunity to choose to work in groups on a regular basis and for a minimum number of
projects, but when they feel comfortable doing so. She revises her lesson plans to
accommodate this new approach.

The teacher also considers KSA 1, which relates to how contextual variables affect teaching and
learning.

As she does so she decides to change her students learning environment by

rearranging students desks into pods, to encourage peer interaction. She hopes the change
will encourage students to get to know and more readily cooperate with one another.

3.

Sharing circle

The teacher facilitates and leads a sharing circle for her students. In the sharing circle the
teacher is gentle in tone, respectful, and encourages students to talk.

She is open, more

relaxed than she has previously been, and begins the circle by sharing a little bit about herself,
in an appropriate way.

The teacher explicitly tells the students about the purpose of the circle, in order to reduce
student uncertainty and anxiety. She works to ensure that everyone knows why they are
participating in the circle.

The teacher tells her students that she has noticed that they appear to be having trouble
cooperating with each other. She does not single anyone out as she mentions this, in order to
ensure students do not feel threatened or pressured.

The teacher asks the students what they need from her in order to feel comfortable working in
groups. She listens to students feedback and asks them to help her to establish an agreed
upon set of criteria for how they, as a class, will improve their cooperation level.

The teacher works to ensure the comfort of students by permitting them to decline to participate
in the circle, should they wish. She knows that her respecting students right to pass in a
sharing circle context is in accordance with KSA 8, which describes the importance of
respecting students human dignity.

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The teacher ensures the sharing circle does not have a time limit, and that students understand
that it can continue for as long as needed. She explains to students that their input in the circle
is vital, and she thanks students for their participation.

4.

Follow up and scaffolding

After the sharing circle the teacher holds two or three mini-lessons in which she teaches
students how to work cooperatively and permits them to apply what they have learned. She
does this by having students participate in relatively easy group projects which are formatively
assessed but not summatively assessed.

Because the projects are only formatively assessed the students are more willing take the
emotional risk of working in groups and accepting others ideas. There are no final marks
attached to the projects therefore the students are able to develop their cooperation and
collaboration skills in a low stakes, peer-supported environment. The students are also working
within the cooperation parameters that they themselves established in the sharing circle with
their teacher. This leads to their having trust and an ownership stake in their cooperative project
work.

At the end of each mini-lesson, the teacher asks her students to prepare self-assessment exit
slips in which they reflect upon their learning and experiences during the lesson. This reinforces
students learning while also permitting the teacher to track student progress and identify any
problems.

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5.

Students work in groups on a regular basis

Following the mini-lessons, the teacher has students work in groups on a regular basis. She
does this in order to permit them to develop the skill of working cooperatively with one another.

The teacher also provides formative feedback to her students related to their group work. She
provides the feedback by recording her observations, having conversations with students,
obtaining student self-assessment information (for example by having them journal and prepare
exit slips), providing peer feedback opportunities, and preparing anecdotal records. By obtaining
assessment via a variety of methods, the teacher is able to take advantage of the increased
validity and reliability offered by the use of triangulation in assessment.

REFLECTION ON THE ACTION PLAN:

1.

How might this plan of action be perceived by the students?

The students might be tentative about the plan at first, nervous that they are going to be
required to work with students they do not know or like, or be required to otherwise work outside
of their comfort zones.

However because the teacher will present the plan in an open, non-threatening way, the
students will hopefully accept it. Group work will also become a regular part of the students
routine, leading them to become increasingly competent at it. This increased competency will
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foster student confidence and student buy in to the plan, such that a positive upwards spiral of
sorts should result.

The plan will also foster positive peer relationships, such that students in class and out of class
experiences will improve. That in turn will hopefully help students to feel positively about the
plan, and about group work and cooperation, in general.

2.

How will this plan affect the learning climate of the classroom?

The implementation of this plan by the teacher will improve the classroom climate. As students
work together they will get to know and rely upon one another. This will help them to feel better
about their peers and the class, which will in turn hopefully help them to feel more positively and
confident about themselves.

The plan will discourage competitiveness in the classroom, which will help students to feel more
positively towards one another. This will likely improve students attitudes towards their work and
towards the teacher.

3.

What could have been done to prevent the problem in the first place?

The teacher could have integrated group work into her teaching from the beginning of the
school year, in order to get the students used to it. Also the teacher should not have, as was
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perhaps the case, assumed her students knew how to work in groups without her teaching them
that skill. Additionally the teacher should have modelled cooperation and positive interaction
with her colleagues from the start of the year, in the event that was not the case.

4.

Who needs to know about this plan?

The students parents need to know about the plan so that they can support it at home. This
could include their modelling cooperative attitudes and behaviour for their children and
answering any questions their children might have about the plan.

The school principal needs to know about the plan. This will permit her to support the teacher,
including giving her guidance and suggestions as she implements the plan.

The principals

awareness of the plan will also permit the principal to answer any questions that parents might
ask her about it.

The students also need to be aware that the teacher is implementing the plan, and what it will
involve. This will permit them to feel more secure and to more effectively contribute to the plans
creation and execution.

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