Osama Zakaria

I.                   INTRODUCTION: Introduce the student whom you have selected for this case study. Tell about their age, grade level, a bit about their history as a student (grades, their typical performance with other teachers, and other pertinent information to the student’s classroom performance available in their comprehensive school record).

For my case study I have selected a male junior. He is currently enrolled in my Advanced Placement Human Geography course. He is intellectually capable compared to his fellow class mates. He may actually possess skills that allow him to seemingly perform the assigned work with noticeably less effort than that of his peers. His grades are mediocre, above failing. He is currently performing well below his top performance level. I am aware of this fact for several reasons. I am able to ascertain that his intellectual ability is greater than many of his fellow classmates. He possesses a great deal of prior knowledge and a natural ability to synthesize information. He has also informed me that he is not trying to perform to his fullest potential. He has also informed me that as long as he is able to pass with a “c” or “d” average he would be happy with his performance in my class.

II.                OBSERVATIONS: Include summaries of four classroom situations (distinctly different ones, including activities such as group work, independent work, taking a test, listening to a lecture or presentation, presenting information to others, etc.) Describe the assignment including the motivational strategies used and share details of the student’s engagement in the assignment.

1^st observation the students are engaged in a test for unit three of A.P. Human Geography. The test is composed of 50 multiple choice questions. The test is labeled and worth a total of 100 points. Students understand that there are only two test grades per nine weeks, making each grade extremely important to their grade.  Most students are actively engaged with completing their test. The case study however is not. He is seems preoccupied with something else. He also seems as if he is trying to give the impression that he is not concerned with taking the test. In a ten minute window the student is question is off task 4 times. This is 4 more times than any other student in his class. As a motivational strategy I attempted to utilize the expectancy value theory. I explained to the student the value of the unit that we were covering. In addition I also explained concept of opportunity cost. I explained that his next best option would be sitting in the front office for not following directions. If he were to do that he would miss, class, the test, opportunity for free college credit. I explained to him regardless of what he thought of the class it would be in his interest to take the test and to perform his best. Otherwise he may be in danger of wasting his time. The student completed his test. He scored a 62 on the unit 3 exam. He made it clear that he was satisfied with his grade on the exam.

2^nd observation the students are engaged in taking notes for chapter 7 in A.P. Human Geography. Prior to the start of class I have posted learning goals for the day. I find that when I post the learning goals/ objectives for the day students are able to maintain their focus for the day. This means I am able to sustain their motivation for 90 minutes. Most students are on task. I must ask several students to take out their notebooks to take notes; otherwise, all students are on task. I had no issues with motivation for my case study student.

3^rd observation students are engaged in independent study for chapter 7 in A.P. Human Geography. Students are expected to complete 15 study questions prior to the end of the class period. Students are given 45 minutes to complete their work. I typically utilize self efficacy to encourage motivation of my students. I make certain to communicate my expectation for the assignment. I find that most students are willing to meet a challenge so they make their teacher, as well as themselves proud. This works for most of my students. I found that my case study student was procrastinating. He is also a student who typically makes disparaging remarks about his fellow class mates and their abilities. I gently remind him that his has not completed any of his work. I also remind him that while some students may struggle to turn in work they turn in work none the less. I also remind him that completed work is better than no work at all. The student then takes this as a challenge to complete his assigned work. The student out of self pride will not allow himself not to complete his work. The student appears to care more about what other students think of him, so he works diligently to complete the study questions prior to the end of the class. He does this not for his own benefit or my own, he does these questions so that he feels equal or superior to his peers.

4^th observation I provide notes to my class for chapter 8 of A.P. Human Geography. I have posted learning goals for the day. Again students enter class quietly and take out their notebooks. I begin the lecture on chapter 8. I am able to lecture for 40 minutes without interruption from any students. I find that my case study has been able to take notes for the entire 40 minutes without any kind of disruption.  During the lecture students were actively listening. They were taking notes as well as asking questions. The class was very productive for the day.

III.             EFFECTIVE STRATEGIES: Based upon your observations and strategies what do you think will be the most effective motivational strategies for this student? Given what you know about the student, why do these motivational strategies work as they do? Are there strategies that would not work with this student? Why is that and what types motivating strategies would you recommend to this student’s teachers? Include specific references to differentiated instruction from EDU 610.

I have found that a variety of strategies have worked for this student. I have been able to use positive reinforcement with the self efficiency theory as well as the expectancy value theory. In addition I have found success with using learning goals for this student. Based off of my class observations the case study had his best day when learning goals were clearly posted. These were also days that I had to lecture particularly heavy for a class period. I am not able to draw a clear conclusion as to why these strategies have had success on this student. I think that there are a variety of factors influencing this student. I think that he is genuinely a good student; however, he is at a difficult age. There are some students who are drawn to a rebellious role in class. I think that this may be one of those instances. I find that most of my difficulties with this student may be offset by simply talking to him. I would recommend that his teachers in the future make an effort to understand him as a person. He appears to be the type of student who responds to positive reinforcement. I also believe that he has a learning style that he prefers and does not respond well to differentiated instruction. His best days are found when we have lecture. He does stray off task when there is independent study time. This may be due to the fact that he prefers some type of structure even if he would not admit to it.

IV.              CONCLUSION: So, what has your opportunity to focus on this one student helped you to learn about motivating other students? Are there any particular strategies that have emerged for you as being important to all students in a classroom?

I have had a chance to see that even students who resist the learning process show sign of willingness to learn. As an educator we must search for those signs which indicate a willingness to learn. The greatest learning strategy of motivation that we have covered is the use of the learning goal. I make an effort to post learning goals for each class period. This helps students to maintain their focus, which in turn helps to maintain their motivation. I also find that on any given day I utilize a variety of motivational strategies. Upon taking this class I now know what they are called. I think that I have become a more effective teacher now that I understand the difference between these learning strategies.