Graduation Year

2011

Location

Ames Library, Illinois Wesleyan University

Start Date

9-4-2011 9:00 AM

End Date

9-4-2011 10:00 AM

Description

A rapport must exist between students and teacher in order for any genuine teaching and learning to succeed. Positive relationships in the classroom also aid in classroom management. My self-study was borne of a desire to develop a classroom community where authentic learning can take place. I chose to primarily conduct my research in my Junior Literature Essentials classes. These two classes proved to be the most challenging in terms of gaining the respect of the students and successfully managing to keep students on task. I concentrated on a group of students who have been singled out and placed at a disadvantage by an unjust system. My intent was to use the concept of a classroom community to engage those who felt isolated from the learning experience. I was not prepared for the challenges that often arise when students are comfortable and secure; for example, the sharing of intimate life details. This study was completed using a qualitative self-study and included various data collection methods, such as field notes, student and teacher reflections, observations made by outside sources, and student work. The study demonstrates a positive association between student motivation and constructive relationships formed in the classroom; however, my study was limited by time constraints (I was only able to spend a portion of one semester working closely with the students). Also, it became clear early on in the semester that my cooperating teacher and I adhere to different pedagogies, which created a disjuncture in my research and data collection. My study can benefit from future researchers examining a broader range of grade and ability levels.

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Apr 9th, 9:00 AM Apr 9th, 10:00 AM

Creating a Classroom Community

Ames Library, Illinois Wesleyan University

A rapport must exist between students and teacher in order for any genuine teaching and learning to succeed. Positive relationships in the classroom also aid in classroom management. My self-study was borne of a desire to develop a classroom community where authentic learning can take place. I chose to primarily conduct my research in my Junior Literature Essentials classes. These two classes proved to be the most challenging in terms of gaining the respect of the students and successfully managing to keep students on task. I concentrated on a group of students who have been singled out and placed at a disadvantage by an unjust system. My intent was to use the concept of a classroom community to engage those who felt isolated from the learning experience. I was not prepared for the challenges that often arise when students are comfortable and secure; for example, the sharing of intimate life details. This study was completed using a qualitative self-study and included various data collection methods, such as field notes, student and teacher reflections, observations made by outside sources, and student work. The study demonstrates a positive association between student motivation and constructive relationships formed in the classroom; however, my study was limited by time constraints (I was only able to spend a portion of one semester working closely with the students). Also, it became clear early on in the semester that my cooperating teacher and I adhere to different pedagogies, which created a disjuncture in my research and data collection. My study can benefit from future researchers examining a broader range of grade and ability levels.