Author Question: Ms. Rios went to a professional development seminar and learned about meeting students' need for ... (Read 95 times)

sjones · **on:** Jun 20, 2018

Ms. Rios went to a professional development seminar and learned about meeting students' need for autonomy. She realizes that she has used controlling teaching behaviors with her fourth grade students. Now she believes that students' motivation is influenced by their need for autonomy. What might she do to provide appropriate levels of autonomy for her students?

What will be an ideal response?

Question 2

In the following situations, students experienced different consequences in response totheir negative behavior. Three of the students experienced natural or logical consequences. Which student experienced negative consequences or penalties?

a. Margo had to apologize to Evan to make things right after she insulted him.
b. Cayson's teacher told him to reassemble his classmate's Lego tower that he destroyed.
c. The teacher required Jackieto write a reflective journal entry about what she did and how her behavior affected others.
d. The teacher told Adam to redo the assignment after he turned in a half-hearted and incomplete product.

ong527 · **Reply #1 on:** Jun 20, 2018

Answer to Question 1

Suggested Response: Ms. Rios might meet students' need for autonomy by implementing several strategies.
1 . Design learning activities that offer students the opportunity to make choices. For example, she might offer three choices of ways to learn the new vocabulary words each week. She might allow students to choose a partner to work with. She might allow them to choose whether they work on their independent work alone at their desks or with a partner.
2 . Provide rationales for the rules and constraints she enforces. Rules are necessary, but teachers reduce the controlling nature of rules when they involve students in developing the rules and conduct discussions about the reasons for rules. Constraints such as time limits on a project are sometimes necessary, but teachers can provide reasons students understand.
3 . Give feedback that is not controlling. Avoid using terms such as must and have to. Give specific feedback that helps students want to improve.
4 . Recognize that students' negative emotions are valid reactions to teacher control. Acknowledge that it is normal to get frustrated when the work seems hard. Avoid criticizing students for the frustration.
Text Reference: Needs

Answer to Question 2

c