Tag Archives: classroom environment

03/27/14

Attachment in the Classroom

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21, 141-170.

The authors take attachment theory and apply it to the classroom in terms of the effects of various kinds of attachment on student learning, as well as ways that teachers can help to support students through their relationships with them. We are told that strong attachment to both parents and teachers is associated with lower rates of ADHD, higher grades and greater social competence. As well, to create strong attachment in children it is best to use supportive comments, communicate openly and directly, and to not be too controlling or overbearing.

03/25/14

Autonomy (Anderman and Anderman, 2010)

Anderman, E. M. & Anderman, L. H. (2010). Classroom motivation. Upper Saddle River, NJ: Pearson (see Chapters 7 (promoting autonomy, pp. 111-129) and 11 (motivational classrooms for all learners, pp. 186-205)). Upper Saddle River, N.J: Merrill.

This chapter is a great overview of autonomy in the classroom: how to support it, and why we should bother. It also focuses quite a bit on the provisions of choice as a way of accomplishing that. One of the great things about this article is how it lays out the different kinds of choice that we should consider when planning our time and activities in class. Included are: within-task choices, between-task choices and the choice of where  to work. As well, it talks about using choice and autonomy to build a better classroom environment, such as by making choice a private matter so that students are not swayed in their choices by peer pressure, or by allowing students to build their own classroom charter.

03/22/14

Math, Choice, and Sharing With Peers

This is an conversation that Lara and I had with each other regarding both of our inquiry topics. Her focus is the math classroom. What a lovely way to spend a sunny Friday afternoon!

 

What we chat about:

Motivation in Math: How do we keep students motivated when they’re working on drilling? This ties to the important notion of relevance of learning. Check out this tweet. It’s in response to an interview on The Current about how math is taught, specifically in regards to drilling.

#TheCurrentCBC The only reason to memorize the times tables is to add speed…no magic here. Concepts before facts.

— Kirsty Gourlay (@Stampgame) March 27, 2014

 

“Concepts before facts.” Relevance before concepts?

Self-Efficacy: How do students’ perceptions of their abilities in math affect their motivation? How is this different in math than it is in other subjects, for example with reading?

Differentiation in math: Should we do this? Can we? Montessori classrooms do this really well through the organization of time in the day, and through the set up of the classroom and materials.

Teamwork in the classroom: how organic/forced should it be?

How do we grade in the math classroom? Pre-Tests, Post-Tests, and Re-tests.

What does it mean to be “fair”?