William Appelquist Education

 William Appelquist My Why paper Recharged 12/12/18 When reflecting on this semester many things have changed. I have been through many opportunities that have given me cause to rethink my future path. During my research for my seminar I came across many sources that I did not realize would have such an impact on my future teaching style. I always knew I wanted to make the classroom a fun place to be, a place where students looked forward to coming in and learning together. Through my topic of motivation, I have gained tooled to help make this a reality. I was able to apply these tactics during my observation hours at Bridgeview. The students had the reaction I hoped for, and I found myself truly enjoying the experience. This has caused me to rethink my original plans of teaching high school. Though I am sure that these tactics would work similarly in a high school setting, there is something special with the excitement and anticipation of grade schoolers. I also realized that there was not as much of a topic restriction as I had first thought in an elementary teaching position. Originally, I was of the opinion that in order to be respected in my field I would need to be a master at one subject, in my case history, and to be able to relate those topics to my students in a very professional manner. I am seeing now that elementary may be a superior path as my high school observations and my elementary observations differed so greatly. I got so much more from observing my elementary students that I could have ever though possible. I developed relationships that I will always take with me. Through my CT I was able to watch as a authoritative educator enabled a high quality learning environment while still engaging students and providing them with fun content. My CT really helped develop my teaching style and helped my hone my methods of delivering material to the students. I was shown that a steady, consistent, manner of dealing with issues, and a easily understood and predictable standards that are enforced help develop a classroom that is drama free and enables students to be mutually supportive. The classroom lends itself to the segmented day of elementary schooling. Its compartmental set up allows for students to go to different areas of the classroom depending on what they are trying to accomplish. There is a computer wall for computer work, there is a open floor area allowing them to lay out or to sit together on the floor. Finally, there is a U-shaped table in back for private groupings with the instructor. All these things contribute to such a successful classroom. Lastly, I just wanted to say Thank You for the opportunity to observe such an amazing class this semester. It truly has changed my outlook on what the elementary school experience would be like. I now have some decisions to make, and a path to refine. Luckily, that is the best part of the college experience. You get to find out what you truly want to do and develop a plan of action to get there. Thank you for shining a light on this amazing possibility. 

William Appelquist: My Why - Recharged

 Motivated Minds Creating Student Motivation through Active Engagement William Appelquist EDU 213 Introduction to Education Instructor: Nikki Buzzell-Garnica Motivated Minds Creating Student Motivation through Active Engagement What is Motivation? Student motivation is the precursor to active learning. Without motivation a student has no drive to interact with, and eventually absorb material. This engagement is critical in a students ability to receive the education provided. In order to facilitate this the educator and faculty must listen and engage students in their opinions and data produced from testing different motivational tactics and styles. “Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work (Schlechty, 2011).” “Student engagement also refers to a “student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding” (Bomia, Beluzo, Demeester, Elander, Johnson, & Sheldon, 1997, p. 294)”. A reason why motivational levels drop is that the instruction does not align with student interest (Guthrie & Wigfield, 2000). Motivation is often what makes the distinction between learning that is everlasting and learning that is momentary (Oldfather, 1993). Extrinsic Vs. Intrinsic Education is not always exciting. Many times, in a classroom an instructor must have students perform tasks that are not innately entertaining. Intrinsic students are self-starting and easily motivated. They require little to no pressure or bribery. Assigning a task to an intrinsic student will require little more than telling the student what you want them to accomplish, and they will do everything in their power to get it done. Extrinsic students will be less willing to do a task just because the instructor asked them to do it. Motivation will need to come from an outside source to propel the student into action. Like most things there is a spectrum from full extrinsic, to full intrinsic. According to Ryan and Deci (2000) “A-motivation (not motivated); to external regulation (where a task is attempted to satisfy an external demand); interjected regulation (a task is done for ego enhancement); identification (where the task is valued for itself) and integrated regulation which is the most autonomous kind of extrinsic motivation and exists when external regulations are full assimilated in a person's self evaluations and beliefs of their own personal needs.” “Understanding the different types of extrinsic motivation is very important as the types of extrinsic motivations show how much a student is self determined during a learning task as also shows the quality of effort he or she is putting into a task.” (Reeve, Deci & Ryan, 2004) Video Game Theory Ask any child and they will tell you that they enjoy video games. Many studies have been done on linking video games to the learning experience, and many cases have shown benefit. Why are video games so good and promoting learning and motivation to learn? One thing that video games do exceedingly well at is providing an environment that rewards the player with micro victories that stimulate the brains success drive. This can come in many forms, games use things like equipment upgrades, level increases, unlocking new stages, and providing increasingly challenging content. This feeling of progression motivates the player to keep playing, often surpassing their original intent in play time. This concept can be applied to the classroom in a very similar way. Students that are extrinsically motivated may become motivated by the same micro victories that are established in the video game world. In order to successfully employ these micro victories, the educator must facilitate an environment that such victories are sought after. This will set a precedent of achievement through small, attainable goals that the student has control over. Intrinsically motivated students, while not requiring outside stimulus may find enjoyment or even fulfilment in accomplishing similar goals. This strategy could be employed to maximum effect if the educator buys into the concept themselves, not only facilitating the style, but engaging in it themselves, becoming a player right along with the students. Gaming Theory can be employed in many ways. For example, giving “experience points” to students who turn in assignments on time, even by grade if necessary. Students can also receive rewards in the form of extra recess, a get out of homework free card, etc. The concept is open ended and gives ample room for the educator to customize it for their environment. Toss the ball, catch the ball, engagement Much of student disillusion with the educational process is that it is seemingly universal in its application. Students that feel disengaged tend to “space off” or not to pay attention to key instruction or lecture. To overcome this hurdle a tactic has been successfully employed to keep students engaged and even entertained. By utilizing a soft ball type object, educators can engage with students by eliciting a response either with a question or a statement, the student with signal that they have an answer or response (usually with an upraised hand). The educator will proceed to toss the ball to that student who will engage the instructor with their statement or follow-up question, and then toss the ball back to the instructor. Kathy Dyer speaks on this tactic in her article on formative assessment “You can also encourage participation – particularly with younger students – by actually tossing a small bean bag or soft ball from student to student as a means of signaling discussion; the one with the ball is the one who is allowed to speak.” (Dyer, K) This activity allows the instructor to not only control the behavior of the room, but successfully motivate students to engage in the classroom by activation their play drive. Other forms of this may include passing a symbolic item around in a circle during discussion times, passing a book that the class is reading in sections to the next member of the class, or even adding a Lego onto a projected that the class is building together during a discussion. (i.e. have a comment, add a brick) Conclusion No student is the same. Each mind has its own goals and will provide motivation to match the success or failure potential of that goal. To get a student success drive to engage in an educational sphere one must elicit successful tactics and engage those students in a style that will motivate them. As the understandings of motivation grow and evolve students will find success easier, and more enjoyable. Having a classroom that strives not only for educational benchmarks but also creates a climate of entertainment along with seeking high test scores will find success in student output. References Acquah, E. O., & Commins, N. L. (2013). Pre-Service Teachers' Beliefs and Knowledge about Multiculturalism. European Journal Of Teacher Education, 36(4), 445-463. Crawford-Garrett, K., Anderson, S., Grayson, A., & Suter, C. (2015). Transformational practice: Critical teacher research in pre-service teacher education. Educational Action Research, 23(4), 479-496. doi:10.1080/09650792.2015.1019902 Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well being across life's domains. Canadian Psychology, 49(1), 14-23. http://dx.doi.org/10.1037/0708-5591.49.1.14 Dyer, K. (2013, May 17). Classroom Techniques: Formative Assessment Idea Number Ten. Retrieved November 11, 2018, from https://www.nwea.org/blog/2013/classroom-techniques-formative-assessment-idea-number-ten/ Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory. In D. M. McInerney & S. Van Etten (Eds.). Big theories revisited: Research on socio-cultural influences on motivation and learning. Greenwich, CN: Information Age. Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents' motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101-111. http://dx.doi.org/10.1207/S15326985EP3502_4 Schlechty, P. (2011). Schlechty center on engagement. Retrieved from http://s3.amazonaws.com/www.schlechtycenter.org/tools/prod/4046/original/sc_pdf_engagement.pdf?12724 15798 

William Appelquist: Motivated Minds

 William Appelquist Journal Entry 1. My educator does not hide her assertive style. She is very quick to correct student misbehavior. She dictates what she wants to have happen in the classroom and accepts nothing less. Because of her strict personality there is very little disruption in her classroom. Conversely, creativity is abundant in the classroom. Pictures made by students hang on the walls, math games are being played, literature is being produced, and books are being read. Because of her high expectations towards the students, these things are possible. Order must be present to control the chaos. Technology is present in the class room in the form of computers and chrome books. However the “old school” style of my educator limits these to set times and activities. Work books are used for most things, as well as the white board and smart board. There is a lot to get to in a fifth grade class, organization is extremely important. My educator seems to transition effortlessly from subject to subject because everything is timed out. There is a planner up on the wall with exact times for each subject. As the time is nearing its end for one subject my teacher will announce to the students “time is up, if you did not get your work done, you did not get it done. You can get it done later.” This allows the students to transition on time every time with the instructor without the worry that if they did not get their homework done, they would not have time to do it. There is always time provided to catch up on work, and if it still does not get completed, it becomes homework. The classroom is expected to be cleaned, and vacuumed and chairs put up on desks before students are allowed to leave for the day. This allows the educator to be able to unburden themselves from the responsibility to keep an entire classroom clean alone. One of the most interesting things I have noticed is my educators volume of experience. With over 40 years in the industry, they have seen everything. Nothing comes as a surprise, and there is always a seemingly effortless response to adversity in the classroom. It is a firm but loving hand that guides each student through the day. Praise is used to motivate and congratulate extra ordinary behavior. If the class is quiet for a long period of time that has been deemed to be set to silent, the educator is happy to give the class a “point”. These points can be used for extra recess time and are a hot commodity in the classroom. This same point system is used as a form of negative reinforcement. If students are behaving poorly, or not in the expected manor, points may be removed. There is no threat of removal, just removal. The educator never holds the system hostage in order to keep the students in line, they are simply the scorekeeper during the game. The classroom is in a state of flow through the day. The stream of knowledge starts before the bell rings to signify the beginning of the day, all the way to the expectation of student actions before they are excused for the day. Checkpoints are anchors for the educators lesson plan. The day is broken down in these check points allowing the instructor to keep pace, and hit each lesson easily. The preparation, experience, and expectations of the instructor are easily apparent upon observation. 

William Appelquist: Journal Entry 1

 William Appelquist Journal entry 2 My educator knows what she does well and has developed a system of teaching over forty years of experience. There are reasons why she does what she does, and it reflects in the behavior of her students. They are attentive when she expects them to be attentive, and converse when they know she allows it. She uses cues and verbal commands to facilitate changes in classroom structure and keeps the class flowing effortlessly because of it. Though she does not often use large displays of enthusiasm, there is a constant undertone of enjoyment in the material. During group work with students you can often find her relishing in the content and enjoying the process right along with the students. She is always kind to the students, though she does not often show sensitivity or compassion; however, her biggest strength is her consistency. She is an open playbook of expectations. If you do your work well and on time, you get the standard response. If you misbehave, or fail to get something done, you will still get a standard response, however this time it is on the opposite end of the spectrum. You know what you are getting, and this is a great thing for a teacher to have. I believe that often as educators we are expected to be constantly sweet and gentle with our students’ emotions. This does nothing to prepare them for the future. What we should strive to be is consistent. Do not let emotions from outside the classroom spill over into the way you treat your students, just as you would not appreciate a student bringing emotional problems from outside the classroom into it. My instructor’s classroom reflects this ideology, it is filled with wall coverings of mathematical terminology, historical time lines, student creations and motivational sights. There is a wall with computers lined up where the students receive time to do math work or to find articles to write about. There is a fish tank in the back of the class that continually draws the attention of the students. And most importantly there is natural light pouring in through two large windows, giving a glimpse of the playground on the south side of the building. I often find myself looking out those windows to see what the weather is like, or just to see the leaves blow in the wind. I tend to think that the students feel the same way about that little respite. Desks are grouped in sets of four and can vary in how they are positioned. Students enjoy this model because it allows them to receive help from their peers on projects and reinforces the comradery amongst them. In my short time of observing seating has changed, and the students seem to enjoy their new space, and new partners. The classroom is exactly what I had imagined a fifth-grade classroom to look like. It is a callback from when I was a kid, however the technology is more advanced now, the feeling is the same. In my conversations with my educator I have come to realize that though becoming an educator myself is a daunting and seemingly endless journey, once the first year is out of the way and habits have been set, it truly is a rewarding and consistent career. I hope I can facilitate the consistency, work ethic, and true professionalism that my educator demonstrates every single day. 

William Appelquist: Journal Entry 2

 William Appelquist Philosophy of Technology Technology is everywhere, to fight against it would be as to wade into rapid waters and attempt to swim upstream. It would be far wiser to see the trend, accept it for what it is, embrace the change it will bring, and ride the wave of technology to a more successful teaching method. Why do we fight against technology? Is it a longing for times past? So many great progressions in society have become possible through its discovery. Ecology is conserved, time and energy may be saved, dates, appointments, and places are all found, recorded, and accessed easier with its application. Children with disabilities now have many tools to assist them with their desired achievements. To campaign against technology is to withdraw reason from the field of Education. 

William Appelquist: Philosophy of Technology

 William Appelquist EDU 213 Introduction to Education BUZZ in EDU 13-SLL01 Date: 08/31/2018 Why Sherrard High School is stepping in to provide basics to students https://wqad.com/2018/08/07/why-sherrard-high-school-is-stepping-in-to-provide-basics-to-students/ Sherrard High School is beginning a free “resource” room for students. Students have access to everything from food, toiletries, to school supplies. Sherrard teachers are heading up the project inspired by Rocky's resource room that has been a success. The room is still in the beginning phases and teachers hope to have it ready by the start of the school year. Over the past decade the job description for a teacher has broadened considerably. Teachers used to be responsible for delivering educational materials and curriculum to students. It was the students responsibility to absorb and learn that material, and it was parents responsibility to make sure that the students came to school well fed, and ready to learn. However the world is radically different today. Teachers are not just responsible for the students education inside the classroom, they are also relied on to care for the students needs. While I do not argue the fact that some students need assistance, and that their studies reflect this help, I do not believe that this burden should fall on teachers. Teachers are under paid for the services that they already provide to now add running a non-profit organization on to that already burdened work load. I do not doubt the need for such a resource room, but I feel as though it should be run by either parents volunteering their time, or possibly a student lead service. At some point a stand will need to be maid by educators involving expenditure of time, energy, and finances. If more compensation is not delivered, educators should not feel obligated toward compulsory service. Teachers are responsible for purchasing their own class room materials, generating their own lectures and course studies, delivering that material to students in an easy to understand and entertaining way, ensuring that students absorb that material, and provide services to the student during non-class times. Until the compensation equals the responsibilities for teachers, adding new tasks and commitments to that work load seems unfair at best. Lamansky, Katrina (August 7, 2018). Why Sherrard High School is Stepping in to Provide Basics to Students. WQAD News. Retrieved from https://wqad.com/2018/08/07/why- sherrard-high-school-is-stepping-in-to-provide-basics-to-students/ 

William Appelquist: Buzz in EDU

 William Appelquist EDU 213 Introduction to Education BUZZ in EDU Tech Edition Date 01/27/2019 Article Title: Cloud Use in the Classroom Creates More Learning Opportunities - Source: edtechmagazine Cloud computing is fast becoming a game changer in the education world. Being able to save notes, lectures, lesson plans, etc. across several devices and platforms allows for not only ease of use, but will change the very foundation of how an educator delivers material to students. With the rise of apps such as Google Teach classrooms can now collaborate on projects, help each other with notes and turn in assignments all via a connected device. Frankly, this feels too easy. I hate to say that back in the day everything took so much more effort, and I don’t want to make it seem like the life of a student is too easy… but the curmudgeon in me says just that. That being said, after some contemplation, what is wrong with making life as easy as possible for students? Do we really need to burden them with tasks like, turning in an assignment? Or is it not only to our benefit, but also, our duty to make tasks as simple and easy as possible for our students? Cloud computing is just one of the many ways that technology is escalating the opportunities for students all over the world. The ability to collaborate with students not just in the same class, but all over the world opens up possibilities that were not even dreamed of five years ago. Imagine having your Spanish class connect with a class in Mexico that is taking an English class… Talk about mutual benefit! This is just one example of an infinite number of possibilities. Embracing technology, especially connectivity through cloud computing is acknowledging that this is truly the future. As more and more technology is implemented it will drive world population connectivity closer than ever. This is something to embrace and celebrate because having the ability to come together and learn allows everyone to learn from the experiences from each other. This will only lead to amazing things. References Bengfort, J., & Bengfort, J. (2016, September 02). Cloud Use in the Classroom Creates More Learning Opportunities. Retrieved January 27, 2019, from https://edtechmagazine.com/higher/article/2016/09/cloud-use-classroom-creates-more-learning-opportunities 

William Appelquist: Buzz in EDU Tech Edition