CLASSROOM MANAGEMENT AND MOTIVATION (At
CLASSROOMMANAGEMENT ANDMOTIVATION(At Secondary School Level)Máster Universitario en Enseñanza delInglés como Lengua ExtranjeraUniversidad de AlcaláCurso Académico 2020/211º Cuatrimestre
GUÍA DOCENTECódigo:Classroom Management and Motivation(At Secondary School Level)200880Departamento:Área de Conocimiento:Filología ModernaFilología InglesaCarácter:Créditos ECTS:Obligatoria / optativa4Cuatrimestre:1ºDr. Juan Manuel Camacho RamosNombre de la asignatura:Profesorado:Correo electrónico:Idioma en el que se imparte:juan.camacho@uah.esInglés1. MODULE DESCRIPTIONThis course presents different practical models for approaching classroommanagement in the Secondary School English Classroom. A general revision ofresearch in the specific areas of ‘Classroom Management’ and ‘Motivation’ will bepertinently carried out which will lead to an interactive discussion of practical issuesrelated to the classroom. Within the current scenario of large classes and studentdiversity, secondary teachers need creative and cooperative classroom managementskills. This course provides an insight into behavioural and humanistic approaches toclassroom management, as well as ideas to address the importance of studentmotivation in a Secondary School teaching context. Given the exceptional situationwhich took place during 2019-2020, if the health authorities were to suspend the faceto-face sessions, this module would be adapted to an online modus.2. Aims-Help students learn to improve their classroom management skills at SecondarylevelExpand the students’ knowledge regarding adolescent motivational processesSupport pro-social behaviour in the Secondary School classroomLearn to distinguish theory from practiceGeneral competencies: Organisation and planning skills Problem solving within the motivational sphere2
Decision-making linked to classroom managementInterpersonal competencies: Critical and self-critical abilities Group work & collaborative learning skillsSystemic competencies: Application of knowledge to practice Adaptation to new situations Project design and managementSpecific competencies:By the end of the course, students will be able to:- Demonstrate a general understanding of the different aspects related toclassroom management and class dynamics at a Secondary School level.- Adapt their teaching style to their teaching context in Secondary Education.- Plan and organise a classroom to enhance learning and organise students, takinginto account their individual needs.- Identify key issues to consider when organising a course and establishingclassroom rules in a secondary classroom.- Design instructions and procedures that address different student needs andlearning styles.- Analyse their own teaching practice and identify areas for change andimprovement.- Anticipate difficulties and deal with problems in a proactive way.- Identify factors that influence student motivation, learning, and pro-socialbehaviour at a Secondary School level.3. MODULE CONTENTSUnits1. Classroom management1.1. Group dynamics and classroom interaction.1.2. Classroom management skills and techniques.1.3. Creating a positive and successful learning atmosphere.1.4. Addressing classroom difficulties and modifyingproblematic behaviour.Credits2 credits3
2. Motivation1.1. What is motivation and why is it so important?1.2. Differences in theory & practice. 1.3. The nature of underachievers.1.4. Planning, assessment, and motivation.1.5. Teacher motivation: struggling to be the best you canbe.2 credits4. TEACHING AND LEARNING METHODS4.1. Student workload (100 hours)Class contact hours:12Independent study:15Readings:25Activities and assignments484.2. Learning activitiesThe course incorporates research in the area of classroom management and dynamicsand aims at making secondary EFL teachers fully aware of the importance of decisionmaking and organisation in classroom management, as well as the role of motivationin student success.Course content will be presented through a wide range of instructional methodologies,which will include revision of literature, group discussions, collaborative and reflectivelearning, as well as the use of information and communication technologies. Studentswill assess their own learning needs and identify the resources necessary to meetthem.5. ASSESSMENTAssessment criteria:A C1 English level is required to follow the course contents and complete the courseassignments satisfactorily.Completion of assignments, compulsory readings, as well as classroom tasks, willserve to establish that students have understood the main contents of this subject andacquired the aforementioned competences.On successful completion of this course, students should:4
-Develop a conceptual framework in order to more effectively observe andevaluate the dynamics of teacher-student interactions and instructionalorganisation and strategies.Examine strategies aiming at enhancing classroom and personal organizationskills that will prompt student learning.Evaluate techniques of classroom management and organization that will enablethe classroom teacher to implement developmentally appropriate practices andcreate a positive classroom climate.Demonstrate an understanding of a variety of classroom management skills andtechniques.Formulate techniques and strategies to modify student activities based onstudent behaviour and skill level.Properly understand the mechanisms that determine and shape adolescentmotivation in a secondary classroom.--Assessment and marking proceduresAssignments will serve as a means of formative assessment throughout the course.An on-going assessment of the course will include participation and contribution towarda collaborative working environment.*Course assessment is continuous and based on the following components:Attendance and Participation: 20%.Students are expected to attend a minimum of 75% of the classes. Preparation beforelectures and active participation in class is required.Late submissions will not be accepted (except for justified reasons).Compulsory course assignments: Small group presentation: 40%. Students will participate in a group project byexploring a case study related to a specific area of classroom management inthe secondary English classroom. The purpose of the group project is not onlyto provide a forum for students to read and discuss case studies with peers, butto also help students develop a personal understanding of classroommanagement systems. The lecturer will provide the case studies assigned toeach group. The presentation will be assessed according to (a) quality ofpreparation (e.g. level of organization and thoughtfulness), (b) content of thepresentation, and (c) extent to which students engage the class in a meaningfuldiscussion of the topic. The last face-to-face session will be devoted topresentations (attendance is compulsory). Portfolio project: 40%. Course readings and class activities are designed tohelp students develop a personal approach to classroom management, and asolid and coherent understanding of what motivation is. This will allow them toput what they have learned in the course into practice, the outcome of which,for assessment purposes, will be the production of an EFL classroom portfoliowith course ideas and strategies.5
IMPORTANT: Continuous assessment process. Students will have to obtain a pass markof 5 points over 10 in all these elements.Final assessment. Should a student, for some reason, need to opt for finalassessment, s/he will have to ask for permission in writing to the director of theprogramme of study. If permission is granted, the portfolio project will be 100%of the final grade.Academic honesty. Students are expected to practise academic honesty.Plagiarism will not be tolerated and will result in automatic failure of this course.6. BIBLIOGRAPHYCompulsory readings- Excerpts from the following texts will be provided and commented in class:Brophy, Jere (2004) Motivating Students to Learn. Lawrence Erlbaum Associates:New Jersey.Capel, Susan (2001) Learning to Teach in the Secondary School: A Companion toSchool Experience. Routledge Falmer: London.Dillon, Justin (2007) Becoming a Teacher: Issues in Secondary Teaching. McGrawHill & Open University Press: London.Emmer & Evertson (2016) Classroom Management for Middle and High SchoolTeachers with MyLab Education with Enhanced Pearson eText, Loose-LeafVersion -- Access Card Package . New in Ed Psych / Tests & Measurements).Pearson; 10 edition.Gilbert, Ian (2002) Essential Motivation in the Classroom. Routledge Falmer:London.Harmer, J. (2007) The Practice of English Language Teaching. Pearson Education,Harlow.Scrivener, J. (2005) Learning Teaching, Macmillan Books for Teachers. Macmillan,Oxford.Singer, Alan J. (2003) Teaching to Learn, Learning to Teach. Lawrence ErlbaumAssociates: New Jersey.Sprick, Randall (2013) Discipline in the Secondary Classroom: A Positive Approachto Behavior Management. Jossey-Bass, 3rd Edition.Urbanski, Cynthia (2015) Using the Workshop Approach in the High School EnglishClassroom: Modeling Effective Writing, Reading, and Thinking Strategies forStudent Success. Skyhorse Publishing.6
Further readingsBranwhite, Tony (2000) Helping Adolescents in School. Praeger: Wesport, CT.Byrne, D. (1988) Techniques for Classroom Interaction. Longman, Harlow.Griffin, Robert S. (1988) Underachievers in Secondary School: Education off theMark. Lawrence Erlbaum Associates: New Jersey.Rogers, Richard (2015) The Quick Guide to Classroom Management: 45 SecretsThat All High School Teachers Need to Know (Rogers Pedagogical Book 1).Amazon Digital Services LLC.Rowell, Lonnie & Hong, Eunsook (2013) Academic Motivation: Concepts Strategies,and Counselling Approaches. Professional School Counselling, Vol. 16, No.3, February 2013.Underwood, M. (1987) Effective Class Management. Longman, Harlow.Ur, P. (1999) A Course in Language Teaching. Cambridge University Press,CambridgeWadden, P. & McGovern, S. (1991) ‘The quandary of negative class participation:coming to terms with misbehaviour in the language classroom’, ELT Journal45/2).7
Longman, Harlow. Griffin, Robert S. (1988) Underachievers in Secondary School: Education off the Mark. Lawrence Erlbaum Associates: New Jersey. Rogers, Richard (2015) The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know
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In the classroom, motivation is related to self-concept or personal needs. Educators must motivate and energize the students, while sustaining that motivation. Classroom teachers will also seek to foster the climate through success in achieving school and personal goals. There are two categories of motivation: intrinsic and extrinsic.
The motivation structure analysis will be based on the general knowledge of the theory of motivation, together with the analysis of the employees’ motivation profiles. The fundamental tool used in this process is a cluster analysis and its usage in the creation of motivation programs. The analysis of motivation factors and their order will be
ANALYSIS OF MOTIVATION IN THE PROFESSIONAL ENVIRONMENT. For our study and for a better understanding of the relationship professional identity-motivation, we considered relevant the presentation of aspects regarding motivation, be it economical or professional. 3.1 Economic motivation . The financial motivation is based on financial stimulus.
motivation for all of their daily activities - including reading! Motivation can be intrinsic or extrinsic. Intrinsic motivation: behavior that is driven by internal rewards. Intrinsic motivation is a type of motivation that arises from within the individual because the activity is naturally satisfying to him/her. Examples of intrinsic .
motivation scales for their research and classroom. The goals of this review were to identify a set of reading motivation student self-report scales used in research, examine the development and psychometric properties of each reading motivation scale, and compare scales on availability, reliability, age range, and motivation constructs measured.
Chapter 3 Motivation and Classroom Management 67 F i g u r e 3 . 2 Physical Activity Here are some of the many ways to bring movement into a classroom. Motivating the Brain Ways to bring movement into the classroom: Do cross-crawl and lateral movement exercises before you begin class (Dennison & Dennison, 1994).
motivation and integrative and instrumental motivation is ambiguous (Carreira 40). For Carreira and Dörnyei, intrinsic motivation is directly linked to an individuals pleasure and satisfaction when they perform an activity (1998 121). Carreira states that intrinsic motivation means doing an activity for its own sake (2005 55). Additionally,
