T.I.P.R.- Vygotsky

I have observed this teacher model Vygotsky's Theories of Cognitive Development on many occasions in his class, particularly with the use of the Zone of Proximal Development. The students are pretty self-sufficient with this teacher's classroom procedures, but it came with practice. I talked to this teacher about how he makes sure to ingrain the use of his classroom procedures, and he says they are always established by the 2nd week of school with little reminders whenever he feels they are needed. The students are expected to know classroom procedures and can perform them without any aid.

In one particular class that I observed, the teacher was introducing a new model of instruction. He explained to the class that they would be arguing for or against the American Revolution. With some scaffolding, the students learned that not everyone was in favor of America declaring independence from England and engaging in war for the cause. The teacher had some primary documents from early American colonials that argued either in favor or against America's war for independence.

The model of instruction introduced was the Academic Controversy model. He explained that the students were going to split up into their preassigned groups. Each side of the table would be assigned a side to take, whether for or against. He explained that each side would have time to read their documents. Each side would then take turns explaining and arguing for their position. The teacher made it very clear that the discussions were to be very polite and respectful. He also explained that after their initial turns, they would then switch positions and argue the opposite side.

He asked 3 other students to come to the front. They would model how this discussion was to take place, as the teacher participated in this demonstration. He showed the students how to respectfully listen to each person talking and how to ask or express rebuttals. The teacher also had each step of the process listed on the Smart Board so the students could reference the instructions any time they needed. The teacher explained that there would be time limits to presenting arguments and rebuttals.

The teacher walked around as the discussions were taking place and gave assistance and gentle reminders any time he felt some of the students were starting to get out of control. It was a great learning experience for the students. After class I asked the teacher if he planned on using this model of instruction again, and he said he would. He enjoys this model when the students get the hang of it. He also says that it really affects their learning in a positive way.  He also said that there were certain other class periods that this model of instruction may not be as successful in. He said that you have to know your students, adjust, and make sure to help them be successful in the ways that help them the best!

In observing this teacher, I've learned how to make sure my students are aware and knowledgeable of classroom procedures to the point where they can complete the task unassisted. Helping them learn through scaffolding and support to increase their Zone of Proximal Development will be an ongoing process. I will also need to know that there will be some things that will work with some classes and some that won't work with other classes. In this way, I will be aware of things that are out of reach. I also believe that some students will believe that there are things that they are unable to do, but for me to be an effective teacher, I can help them with a growth mindset. I will help them know that although they might not be able to do it now, if they continue to put in effort and hard work, they will be able to do it at some point.

T.I.P.R.- Motivation

Now that I've been observing the class regularly for over a month, I've seen a development in the relationship between this teacher and his students. This class meets after lunch time and the students are often high energy when class begins. As far as I've observed, it doesn't appear that any of the students have gone hungry during lunch. It could be a possibility, but from my observations, the students look and feel happy. I have not seen any type of physical threats between any of the students, but the teacher did take about 15 minutes in one of the class periods to talk about cyber bullying. I don't know if it was initiated by the school administration, or if the teacher took it upon himself to address the issue.

The discussion went really well with the students participating and giving good feedback and ideas to the teacher. A couple students shared personal experiences and even got a little emotional. This teacher did a wonderful job in trying to promote kindness in his classroom. He encouraged the students in the class to think of each other as a family and to look out for one another. He extended the invitation to the students to think of the entire school as one big community.

From the comments and experiences that were shared in the class, I got a real sense that this teacher has created a very safe classroom for his students. They feel comfortable enough to share with the teacher and their peers. It is obvious that they belong to different circles of friends, but in this class, they worked together. When they participate in group work, there is a great mix of students, and it is great to watch the social interactions between all of them.

I asked this teacher how he has been able to achieve this within the class. He laughed and mentioned that for some reason, this particular class period has really caught on to what he is trying to do. It doesn't always work out as beautifully, but when it does, it encourages him to keep at it, year after year.

I've been able to observe this teacher meeting one on one with a few of the students. They were actually reviewing an exam and how they performed. I noticed that one of the students really had a desire to do much better, and the teacher gave each student the opportunity to re-take the test if they wanted to, with certain criteria to meet. I was curious and asked the teacher after class if this was something he had always done. He said he started doing this 4 years ago, and started to see that students would take the opportunity to do better. As long as they met the criteria, and stipulations he had set in order to re-take the test. He loved the fact that students would take advantage of this opportunity to do better. This was a great example of Self-Actualization to me. The students desired to be the best that they can be.

Self Actualization  can only come in the classroom when the students basic needs have been met. With Maslow's Hierarchy of Needs, the students Physiological Needs, Safety Needs along with their sense of Love and Belonging, have all built their Self- Esteem, which in turn has led them to Self Actualization!