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

Session 4

Today we learnt more about the different instruments for measuring or assessing the Learning Environment. The key learning point today is:

1. Why modify existing learning environment validated instruments

2. How to modify existing learning environment validated instruments

I realised that sometimes it is necessary to change some words in the instruments to suit it to the context. At times, the dimension/scales assessed are not suitable due to the profile of the target audience. For example, from the case study, the dimension of ‘uncertainty’ in a Science or Math class of average or low ability students may not be appropriate to assess.

Another example would be the use of the word ‘complain’ in the statement of the instruments’ items. Personally, I would replace the word ‘complain’ with ‘feedback’ or ‘question’. I think it is better to phrase a word in a neutral or positive way because students must not have the impression that they are allowed to complain as and when they want to. If surveys are phrased that way (negatively), it may seem that students are actually expected to live up to the statements, which in this case is to complain.

Dr Quek reminded us that even though we can modify LE validated instruments, we have to ensure that the changes made do not change the original meaning of the statement.

Session 3

Today we shared our WIKI website with the class and received valuable feedback.

The class was tasked to find out more about the gurus in the field of learning environments. My group did a research on Rudolf Moos. Moos is an important figure in this field. His theoretical framework comprises of three dimensions: Relationship, Personal Growth and System Maintenance & Change. This late became the basis of all LE instruments.

We created our own WIKI using wetpaint.com. http://moos-moos.wetpaint.com

All the four of us had moderator rights so we could access the site any time and add our parts of the research without the need to meet up with each other. We especially like this convenience of using WIKI. Information can be added or edited by any of us at our convenience.

When the school term begins, I will definitely share the use of WIKI with my students. Wiki can be a platform for collaborative project work. This can be one way to make learning more fun and engaging.

Other Guru sites done by my classmates:

http://kurtlewin.wetpaint.com - Lewin
http://med858group4.wetpaint.com - Walberg

Personal Notes

Developments in the study of Learning Environment

Based on some of the readings, I tried to summarize some of the developments in the study of Learning Environment to ease my understanding.

Lewin (1935, 1936) and Murray (1938)

• theoretical philosophy
• consequent conceptual foundations

1920s Social psychologists

• developed low-inference
• direct observational techniques of measuring classroom climate

Lewin

• Behaviour: function of the person and the environment

Murray (1938)

• needs-press model later popularised by Pace & Stern

Stern (1970)

• theory of person-environment congruence
• student outcomes are enhanced by combinations of personal needs and environment

Walberg (1970)

• perceptions of classroom environment
• none focused on educational settings
• none provided linkages between climate and educational outcomes

Pace & Stern (1958)

• focused on whole institution of higher education instead of environment of specific classrooms

Walberg & Moos (1960s)

• research into learning environments
• survey on students' perception to measure teacher effectiveness
• cost-effective compared to classroom observations

Instruments Developed

Walberg

• Learning Environment Inventory (LEI)
• Harvard Project Physics
• influenced by theoretical writings of Gretzels and Thelen which viewed class as a social system

Moos

• developed social climate scales
• for use in human environments e.g. psychiatric hosapitals & correctional institutions
• Classroom Environments Scales (CES)
• 3 Dimensions: - Relationship, Personal Development and System Maintenance & System Change

Fraser (1985)

• Individualised Classroom Environment Questionnaire (ICEQ)

• My Class Inventory (MCI) --> Fraser, Anderson, Walberg (1982)

• College and University Classroom Environment Inventory (CUCEI)
  

MED 858: Effective Learning Environment

Effective Learning Environment

After viewing Dr Quek’s podcast and reading other comments, I am now aware that:

1) Learning environment influences the person.

2) Learning environment influences personal needs.

3) Learning environment influences human behaviour.

An effective learning environment must therefore be a place which is non-threatening, a place which have a sense of orderliness and a place which provides opportunities to gain knowledge without the fear of making mistakes. Ideally, teachers are expected to be able to arouse students’ interests and induce intrinsic motivation for them to learn through a wide range of pedagogies.

Unfortunately, due to the exams-oriented nature of the education system and the additional burden of miscellaneous duties for school events, teachers may find it difficult to align the school’s expectation with the broader vision of education.

In addition, from the readings that I have read, I realized that in current Singapore context, for effective teaching and learning to take place, teachers have to customize their lessons to match the expectations of the students. What I mean here is that, given our advanced state of technology, students expect teachers to deliver lessons which are IT-infused or even IT-centred. We can see that students are becoming less interested with the traditional way of teaching – chalk and talk, textbook and workbook based, etc.

They expect stimulation of visualization and animation. Lessons that do not seem explicitly applicable will need to be converted to Problem-Based Learning style so that students can appreciate the meaning of these lessons and apply the knowledge learnt.

I feel that if students were given the choice, they would prefer lessons to be conducted with the usage of computers. In this way, whenever teachers mention a new concept, they would be able to ‘Google’ it and explore for themselves. Students may then ask questions after self-exploration do not satisfy what they want to know. The teacher’s role would then to mediate, fine-tune and finally realign understanding to the objectives of the lesson.

Personally, it can be quite a challenge to always catch up with the students in terms of the use of IT and multimedia technology. I salute those veteran teachers who have been in the service for 20 to 30 years or more. Imagine how hard it was for them to progress from the era of the typewriters, to that of computers, Powerpoints and now E-Learning.

My Students and I

Some of my Malay students

At my place during the recent Hari Raya Celebrations

My First Entry

Hi, this is my first attempt in blogging. Now i'm trying to add an image.
Hope it appears...