Standard+5

Standard 5

Home / Standard 1 / Standard 2 / Standard 3 / Standard 4 / Standard 5 / Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard 10

 **Standard 5**  The teacher 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. __**Evidence 1: **__  **Affective domain of learning, Shop Foreman Assignment.**
 * Teachers know how to manage a classroom.**

 One of the least understood and most overlooked areas of career and technical education is within the affective domain of learning and centers on teaching students professionalism. Employers demand it, future co-workers expect it, and yet relatively little time is spent teaching it. I have made a concerted effort to focus on developing students’ professionalism skills and it is starting to pay dividends. The advisory committee for the automotive programs at Fox Valley Technical College has already commented on how professional our students and graduates behave as compared to the past.
 * __Rationale 1: __**

 Throughout the classes I teach at the Associate Degree level, I developed and use a system for shop clean-up where one student is designated the “foreman” and is responsible for making sure the clean-up in the lab is done. Each person in the class is assigned a task to do by the instructor, on a rotating basis listed out in a simple matrix. Here how I have the information listed in Blackboard, the instructions, and the excel grading sheet I use.


 * __KSD: __**

5.K.5 The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self motivated.

 As each student rotates through the role of the foreman, it is very interesting to see how they are motivated and how they address situations when they arise. Furthermore, the students react differently when they are back in the role of a “worker” and one of their classmates is the foreman.

5.S.1 The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities.

 This skill demonstration is the exact reason for using this exercise. Students are in charge of the clean up. The instructor simply assesses the foreman each day, the rest is up to them to collaborate on.

5.D.3 The teacher values the role of students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate for learning.

 The value of peer relationships in this type of an assignment is paramount. The instructor does little other than coaching during the process where the students need to work together to get the clean-up done. It’s truly amazing to see how young adults interact when they are charged with responsibility.

Home / Standard 1 / Standard 2 / Standard 3 / Standard 4 / Standard 5 / Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard 10