Module 5: Relatedness, Seatwork, and Communicating Grades with Families

Module 5

Concept 1: Relatedness

Summary:

In chapter 12, Motivation in Learning and Teaching, Woolfolk mentions the need for relatedness. Relating to our students and making a connection is what most students remember when they think of their past teachers. “Students who feel a sense of connection and relatedness to teachers, parents, and peers are more emotionally engaged in school and more intrinsically motivated” (Furrer & Skinner, 2015). It is expressed that students who are more at risk need these relationships to increase the likelihood that they graduate high school and go on to college. “Relatedness is similar to a sense of belonging” (Osterman, 2000). It is up to teachers to create these positive relationships to ensure that their students are motivated and engaged.

Reflection:

When reflecting on this small section in chapter 12, I believe this is the most important and successful approach for getting students engaged in school. Thinking back, it is clear that students who did not have a positive relationship with their teacher were often troublemakers or lacked in motivation. Almost all of my past teachers created amazing relationships with most of their students if not all. The key to having a successful classroom full of hard workers is gaining the respect of your students. If your students do not respect you, they will often disobey you. They will not complete their work within the classroom because they do not see a point in why they should try. When students respect and have a positive relationship with their teachers, they tend to work extra hard to make the person they look up to proud.

I think one way of creating these relationships should be showing interest in their interests. When teachers begin asking students what they like or what they prefer and put these interests into their lessons, students are highly motivated to listen and learn. In younger grades, I remember that many of my teachers would talk to us about our favorite books. They would then make sure to read each of our favorite books during story time or sit with us during any free time we had. When teachers relate to their students on a personal level, students will walk into class every day excited to learn. When teachers have a negative relationship with their students, students will dread coming to school.

I have noticed in my field placements that students tend to have a favorite paraprofessional or favorite teacher. These students go to this teacher for every single thing they may need. They ask them questions throughout the day or chat with them about their lives. These students have formed such great connections with these students that they are super motivated to get their work done. I have always wondered why so many paraprofessionals move classes and grade levels to stay with their specific student. I used to believe it was because they understand the student’s needs super well, but now I understand that the students need them because of the relationship that they have formed. Within special education, it is hard for students to get out of the same routine when moving grade levels and receiving new teachers because of their strong and positive relationships they make with their teacher. It is amazing to see these connections form between students and teachers because you can see what a difference it makes in the student's ability to learn and participate.

Concept 2: Seatwork

Summary:

In chapter 14, Teaching Every Student, Woolfolk goes into depth and adds a whole section about seatwork and homework. “Seatwork should follow up a lesson and give students supervised practice with quick feedback. It should not be the main mode of instruction” (Woolfolk, Pg. 565). Seatwork is important for students to be given time to practice a certain topic or concept. It gives them time to realize what they are struggling with and get help right away from their teacher. “Students should be able to see the connection between the seatwork and the lesson. Tell them why they are doing the work” (Woolfolk, Pg. 565). Seatwork can be valuable time if used the correct way.

Reflection:

Seatwork can be seen as any type of independent work done at the student’s desk. When reflecting on seatwork, I believe it is an essential part of the learning process. When teaching someone a new concept, giving them time to digest is super important. After giving the lesson, the students should be given some type of practice. I have seen so many teachers use this type of process in every single subject. Most teachers that I have observed give a 10-15-minute lesson and then proceed to give the students some type of worksheet based on what they have just learned. I think giving them this time to work and practice on what they have just learned with ensure that the concept is embedded into their brain.

Seatwork can also be seen as “busy” work in some classrooms. This usually occurs in older grades like high school student’s classrooms. Some students may see this time as pointless or unrewarding. The book mentions alternative ways to make this time valuable and not something to do just to pass time. “There are several alternatives to workbooks and worksheets, such as reading silently and reading aloud to a partner; writing for a “real” audience; writing letters or journals; transcribing conversations and punctuating them properly; making up problems..” (Weinstein & Romano, 2015). This can work with younger students as well as the older ages. Giving students valuable time to digest what they have learned and giving them the opportunity to practice is essential.

In my future classroom, I envision giving my students a multitude of different projects to work on to absorb the information I have taught within my lesson. I will give my students worksheets of course, but only if it is valuable. I will make the goals of these assignments clear and make sure that it is not too easy or difficult. When seatwork is too easy, students are not engaged cognitively. When seatwork is too difficult, students will try to copy others work or guess. I like the idea of giving my students different types of seatwork to keep their minds involved and engaged in the learning. While I believe seatwork is essential time in all classrooms, it should not be misused and could lead to students seeing it as a waste of their time and effort.

Concept 3: Communicating Grades with Families

Summary:

In chapter 15, Classroom Assessment, Grading, and Standardized Testing, Woolfolk points out the importance of communicating with families about their children. Woolfolk stresses the idea that communicating should not just be about their children’s grades. “No number or letter grade conveys the totality of a student’s experience in a class or course. Students, families, and teachers sometimes become too focused on the end point-the grade” (Woolfolk, Pg. 615). While talking about grades is important, there are other aspects to mention to families that are just as important. “Many teachers have a beginning-of-the-year newsletter or student handbook that communicates homework, behavior, and grading policies to families” (Woolfolk, Pg. 615). Communicating and having positive relationships with families is an essential part of being a teacher.

Reflection:

After reading this chapter, it is clear that test taking and grading is an important part of the teaching process. Although grades should be discussed with student’s families, it is not the only item that should be in the conversation. Having a good relationship with parents is important to ensuring the success of the students. Having a good relationship with parents means that teachers need to have open communication with them. Open communication involves talking about everything that has to do with their child at school. This includes behavior, progress, grades and more. The book gives some excellent examples of what these phone calls and face-to-face conversations should include. Some examples are notes attached to report cards, good news calls, student-led conferences, portfolios of students work, homework hotlines, and school or class web pages (Pg. 615).

I have seen communication with parents in a number of different ways. When I was in school, my teachers would never send home good news calls or emails to my parents. My parents never found out how I was doing in school until they received my report card in the mail. This was unfortunate because my parents never really got to speak to my teacher about me unless something bad happened. I always heard my friends talking about their parents receiving phone calls or notes home because of their bad grades. This was the only time my teachers would reach out to parents. I think it is important for teachers to reach out to parents not only for the bad things but for the amazing things as well. Parents send their children to school for 8 hours a day without any information except from their child. Children never seem to talk about school much so hearing from the teacher is appreciated. Checking in on their grades is also something that is important because if they do not know how their child is doing until it is too late, it is pointless. Parents need to be contacted early on with progress so that they can help their child move ahead. Parents have the ability to work with their child at home on concepts that they are struggling in. Having an open line of communication ensures that the students are trying their very best with the support from their parents and teacher. I believe that the only way children succeed is if they have a huge support system beside them. I think that communicating with parents can be super effective when trying to find ways that the student best learns. Going through different strategies that work at home and in school can help both teachers and parents become more successful when working with the student.