Motivating Motivation And Classroom Climate

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry

This article covers the topic of outcomes as it relates to children with ADHD. They address five very important questions that relate to these students. They also discuss and share that research has come up with very few positive solutions that help academic outcomes with those diagnosed with ADHD. My research left me with more questions than answers as I found that there are very divisive opinions surrounding the topic of ADHD and its legitimacy.

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

ADHD is influential to the learning ability which will affect their competitiveness in the society. Sufferers, who are still students, are difficult to concentrate on the lessons or when they are taking revision and eventually they will have lower learning outcome. Children with more symptoms of ADHD are found that they have around double probability of grade repetition and have worse performance in mathematic and reading than ordinary U.S. children (The National Bureau of Economic Research, 1990). The research shows the effect of ADHD on learning. In our society, most of the employees under the illusion that academic result reflects one’s working

Normalization of skills such as learning and applying knowledge were not associated with stimulant medication (Loe and Feldman, 2007). Behavioral interventions for ADHD, including behavioral parent training, behavioral classroom interventions, positive reinforcement and response cost contingencies, are effective in reducing core ADHD symptoms according to Loe and Feldman’s 2007 study. Behavior management was found to be as effective as medication at reducing core symptoms (Loe and Feldman, 2007). Loe and Feldman’s (2007) study determined that more research is needed to determine which modifications would benefit more in the

Children who are diagnosed with ADHD struggle with managing behavior in school environments. As research has shown, students have difficulty paying attention and can be disruptive in class. This often leads to a decline in their academics and can hurt future academic achievements. There are a number of tools, programs, contracts, and classes that are available to students with ADHD. Along with a lack of attention and an abundance of hyperactivity, “twenty to thirty percent of ADHD children have an associated learning disorder of reading, spelling, writing, and arithmetic” (Daley & Birchwood, 2010). It can be difficult, as a teacher, to manage a classroom with children with ADHD. It is important that teachers, parents, and students, understand the opportunities available to them to help the child succeed.

ADHD is the second most common diagnosis in neurological-based behavior (NBB) and is characterized by weak impulse control, short attention span, and hyperactivity that all of which diminishes learning and contributes to misbehavior. Thus, I do agree with the author’s premise that school can be very challenging for students with this disorder, but with efficient planning and structuring of the classroom in a way that limits distractions, can help students thrive and promote their success. Like the video suggests, if students with ADHD are to succeed in school and if teachers aim to enhance the learning of students, it’s imperative that they focus on effective academic instruction, appropriate intervention when misbehavior occurs, and on creating

Educationcational therapy and redemption would be important to ADHD students. Since the study of Norwalk et, al. (2008) reveal that ADHD symptom are negatively linked to students’ study skills and academic underperformance. ADHD students may have poor self-management, underdeveloped study skills that cause them difficult to handle routines and interferences. Hecker et, al. (2002) evaluate that the improvement of reading completion and the deployment of assistive study tools may improve students’ improvement in English readings. Therefore, ADHD students may have opportunity to perform better in school works. The increased completion of required English readings could not the only obvious improvement for ADHD students, other school works and academic performance could be improved under the appropriate assistance. Allsopp et, al (2005) note that carefully designed study strategy for ADHD students may also help student perform better even some students were in academic probations. The specified study strategy may focus on compensate the weak point of ADHD symptoms and help students establish a specifically well developed study style that accommodate them to learn and manage them more effective and better. Therefore under the management of study assistance and the formation of suitable study habits, ADHD student may have

The National Institute of Mental Health (2016) describes Attention-Deficit Hyperactivity Disorder (ADHD) as a neurodevelopment disorder that has an effect on someone 's functioning or development. ADHD affects the way someone functions because of the chronic conditions of inattention and hyperactivity-impulsivity. However, it is possible that while some people with this neurodevelopment disorder experience both hyperactivity and inattention, that others may only experience one of the behaviors. Although Attention-Deficit Disorder (ADD) is not a term used in the medical field anymore, I will still explain the difference. ADD is a type of ADHD that is also a brain disorder that has an effect on someone 's functioning, but without the hyperactivity or impulsivity behaviors (Kinman, 2015). When a student has the symptoms of inattention and hyperactivity associated with ADHD and ADD, then it may cause learning challenges in the classroom that will impact their academic success. Therefore, it is crucial for teachers to know and understand how to identify ADHD in their students, what to do when they suspect that one of their students may have ADHD, and what teaching strategies will be beneficial to that student.

Children with ADHD often act immaturely and have difficulty learning how to control their impulsiveness and hyperactivity. Behaviour intervention helps the child understand his/her feelings and actions, it helps in changing their thinking and coping and thus may lead to changes in their behaviour. The support might be practical support, like help in organizing tasks or school homework. Alternatively, the support might be in self-monitoring one’s behaviour and giving self-praise or rewards for acting in a desired way such as controlling anger or thinking before acting. Parents and teachers use some behavioural intervention techniques to help the child to learn how to control his/her behaviour. Perhaps the most important and effective of these

Mary Fowler, creator of many workshops to help teachers advise students with ADHD, offers different illustrations to help teachers keep the attention. Fowler incorporates colors, physical objects, and games in teaching students with ADHD. Also she suggests, “eliminate rushing by removing all external incentives for finishing quickly.” Have the students take time to finish the assignment. Often times, the student will need large projects given one step at a time. Accompanying step by step projects, track the students task time to keep raise awareness of time used to complete each step. Another strategy used to help students with ADHD is to physically do more in the classroom. Moving around, reorganizing desks, using hand motions, adding interest to explanations, and working with manipulatives all encourage the full attention of the student (49). The United States Department of Education reinforces teachers to review lessons from the day before. By reviewing, the student remembers much of what was forgotten, and the student can now build off of what was learned the previous day. Being predictable is another approach to teaching students with ADHD. Consistency is a key in all learning, as it is extremely beneficial. Finally, allow the student to attempt to correct their own mistake. This can help the student to be self-teaching which allows for

A quote from Brian Whitley, and research author, reveals the sincerity of most students, “On college campuses across the country, legions of students spend their weekends compulsively refreshing their email inboxes, noshing on snacks, and maybe doing a month’s worth of laundry. Shouldn't they be studying? Well sure. They just don't want to”(1). Students procrastinate to do their school work because they have no ambition or drive to want to achieve something. Of course they have long term plans to graduate,get a degree and have a suitable career, but they don't have anything to look forward to in a set amount of time. Rewarding students with money who already have good grades will give them a reason to continue earning good grades. The method

One way an emotional climate in a classroom setting can affect a child’s or adolescent's motivation is by the “Acceptance by the Teacher”(Tileston, 2010, p.42) in which case children need feedback from the teacher to know they are doing their work correctly. An example of this would be telling a student specific feedback such as “Barbara, you did a great diagram on the reproduction cycle of the chicken egg. Your drawings were so precise that I enjoyed reading your work and seeing your drawings” This kind of motivation is what feeds a child’s motivation.

accommodations in academic areas. However, behavioral accommodations were understood and implemented. Surprisingly, elementary and intermediate teachers didn’t apply individual adjustments to students with ADHD (Nowacek & Mamlin, 2007). It becomes important to stress that educators need strategies that are quick and accessible to implement within daily busy schedules. Developing time sensitive strategies that can be managed in a reasonable amount of time will ensure that teachers will address ways to give students an opportunity to gain success with not only behavior, but academics as well. After all, children are the future of our society.

This article was about a study with children that have ADHD and the effects of rewards and their conduct and attention to task. Visual-spatial Working Memory (WM) Is the most impaired executive functions in children with Attention- Deficit/Hyperactivity Disorder (ADHD). The study open my eyes to the whole theory behind children with ADHD and motivation. These kids typically are less motivated because of a motivational deficiency. To overcome this deficiency the test was administered to increase motivation for the child with ADHD to complete a special task. The child's motivation only increased when an a large amount of the reward was given to the youngster with ADHD. They were able to manage the task and maintain the same level of competency as the children who did not have ADHD . The findings of this study, although not conclusive did in fact prove that children with ADHD given a proper motivation had the ability to do the same work as a child who does not have ADHD and can maintain their focus for the same amount of