The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School

I read the above-mentioned journal with great interest because it concerns teenagers and their inclinations in the classroom. As a secondary school teacher, I sometimes wonder about why some adolescents who are very conscientious and well-behaved in Sec 1 can end up being unmotivated students who usually have academic and behavioural issue as well as social relationships problems one they reach Sec 4. It was mentioned in the journal that “for many children, early adolescence marks the beginning of a downward trend in academic”.

This journal by Allison M. Ryan and Helen Patrick addresses those questions I had. It is interesting that there are many researches done to investigate adolescent and their development in terms of cognitive, social, emotional and psychosocial. It is also mentioned that “Optimal development for adolescents will occur in an educational context that is appropriately matched to their developmental needs.”

What are the needs of these teenagers? The author wrote that “adolescents have increased desire for autonomy, increased need for positive and supportive relationships with both peers and non-parental adults and increased self-consciousness and sensitivity regarding social comparisons.”

I realised that teachers have a vital role to play in the developments of these teenagers. Teachers have to understand that the students’ motivation, encouragement, and ultimately achievement are dependent on the fulfillment of their personal needs. This reminds me back to the big picture of learning environment showed to the class during our first session: The relationships between LE, Personal Needs, Human Behaviour and the Person itself.

Therefore, it is the teacher’s role to create a social climate within the classroom environment that is able to support students’ motivation, engagement and learning.

Questions:

The research uses a 5-point Likert scale employing a combined scale based on the Patterns of Adaptive Learning Survey (PALS) and Classroom Environment Scale (Moos & Tricket), 1974.

Sample items include “If my math teacher gets annoyed with me, I can usually work it out” and “I find it hard to get along with my math teacher” (reversed item). There is also a mention of another pair of ‘reversed’ items.

Why is there a need to create or administer items that are repeated in a reverse way?

From my understanding, items are already checked on their validity and reliability. In reality, is there a need to ensure the consistency of students answers?

WEB 2.0

Many of us still think WEB 2.0 is just the latest marketing hype. We are unaware of online web services offered by Web 2.0.We tend to dismiss it just as a teenage social network.

Dr Quek’s lessons have proved to us that we cannot run away from Web 2.0. It is here to stay and we better pick it up along the way. Our students are so literate in these applications and we should tap on this to enhance our lessons.

We can try to invest some time during our lull period like school holidays to explore and think of ways on how to integrate the use of Web 2.0 into our lessons. Now we know and can appreciate blogging, the use of wiki and also Google Doc. I am planning to explore the uses of Zoho and MySpace for application not only to be used for lessons but also for personal purposes.

This course has surely opened up my knowledge on the uses of these applications. I find that the courses in this MEd programme have not only updated me with new knowledge but also help me to realise various ways to update and improve on my current teaching style.

Explaining Web 2.0:
http://www.youtube.com/watch?v=7BAXvFdMBWw

SPSS Software

Yesterday, we were introduced to research statistic software called SPSS. SPSS is a computer application that provides statistical analysis of data. It allows for in-depth data access and preparation, analytical reporting, graphics and modeling.

My first impression is that it functions like MS Excel. However, we found out that it can process various calculations that are necessary for analysis and report writing. I was quite amazed as to how easy it was to compute out the Scale Mean, Item Mean, Standard Deviation and also the paired sample T-teats. Just key in the required data (which is the hardest part), click a few buttons and, voila, the application will process the calculations requested.

Before this, I have always wondered how researchers managed to churn out analysis from massive data. Now I am working on drawing out the table for the analysis… hmmmm…

SPSS Wikipedia: http://en.wikipedia.org/wiki/SPSS

Introduction to SPSS: http://www.youtube.com/watch?v=eTHvlEzS7qQ

Improving the Learning Environment

Today’s lesson was about how we can modify the learning environment. From the photographs shown by Dr Quek, we realise that learning environment can also be affected by factors like the position of the projector’s screen. These are some things which we often overlook because usually we are not consulted on where such things have to be installed. We simply use it because when we are given a class, the screen has been pre-installed.

I learnt that a simplified process of assessing the Learning Environment is first to administer the ‘preferred survey’. Then the ‘actual’ survey would be conducted usually after 1 month for a small sample group. A bigger sample group would require a longer period before the ‘actual’ survey is administered, usually around 3 to 6 months. This is usually followed by an intervention by the teacher to work on the gaps discovered after analysing the survey. However, if no improvements were made after the intervention process, teachers should consider getting assistance from external agencies.

Personally, feel that not all teachers are ready to assess their learning environment especially to the extent of engaging external agencies. We are usually quite contented in the ways things re going in the class. Our focus is usually academic assessments and behavioural management / pastoral care. This module has enlightened me on a wider range of aspects on how we should view our class and even education in general. It would be good if teachers can find the opportunity to immerse themselves into a reflective mode where we can explore ways not only to improve academic grades and complete syllabus requirements but also in how our teaching can be more effective. Learning environment would then surely be one aspect to work on.

Personal Notes 2

INSTURUMENTS

What Is Happening In this Class? (WIHIC)

• Preferred Form versus Actual Form

• Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation, Equity

• (20 items)

• Comparison of preferred and actual form scores

• Audience (Any age group)

Questionnaire on Teacher Interaction (QTI)

• Developed by Dutch researcher

• Five-point Likert scale

• Leadership, Helping/Friendly/Understanding, Uncertain, Dissatisfied, Admonishing, Strict

• Students’ feedback and Peers’ perception

• For primary and secondary students

Case Study: Learning Environment of 3 Schools

Yesterday's hands-on activity required the class to look at 3 different case studies. Each group were given a different school to analyse. My group was given School A. We discussed and every group were given the opportunity to present their discussions.

From the discussions, I realised that it is not necessarily advantageous to have e Principal who is able to make decisions on his own. Throughout my teaching life, I have always worked under a female principal. A common complaint during coffee sessions amongst the male teachers is that female principals are not decisive enough. My male colleagues complained about the time taken to make certain decisions and sometimes certain issues were just not tackled quickly enough. A few staff meetings were organised to discuss these issues and yet sometimes decisions were still not made.

But after reading about the Principal of School A, I appreciate what my previous principals did. What they all did was about including the staff in decision making. Certain decisions are better made with the consensus of staff. This can lead to positive staff morale and improve the school’s psychosocial environment.

Teachers actually look up to the principals for direction and inspiration. The principal’s role is vital in setting the tone and direction of the school (System Change & System Maintenance). This will have an impact on how students or staffs perceive the school as an environment. This is why some of us feel good about our working environment and why some of us just don’t feel like working in a particular place.

APERA Conference

After lunchtime, Dr Quek brought the class to the APERA conference which was held at LT1. I did not get the chance to be part of the audience as I had to perform Friday prayers at the mosque. I must have missed out on the interesting ideas presented during the conference.

However, I received a copy of the notes given out during the conference. I will read through it and post my reflections on it.

APERA Conference

http://www.apera08.nie.edu.sg/l3_keynote.htm