Classroom Observation/Summary Report

Portfolio Artifact
Individual/Group Motivation (INTASC #5)

Purpose: To understand the principles of effective classroom management and to

use a range of strategies to promote positive relationships, cooperation,
and purposeful learning in the classroom.

Proficiency: To identify motivational strategies that are used by the cooperating teacher
and describe classroom situations in which the particular motivational
strategies were effectively used.

Assignment: (1) Write about personal beliefs related to student motivation.

(2) Describe aspects of a positive learning environment.
(3) Describe organization, preparation, and monitoring involved in
independent and group work.
(4) Complete a culminating reflective writing based on personal and
professional growth. (5-9 pages total)

1St Element: Personal Belief Statement (1-2 Pages)

Write a belief statement related to individual and classroom motivation.
This assignment is to be completed in the early part of the Supervised
Participation placement. This belief statement should incorporate the
following guiding questions:

• What motivation strategies do you believe will be most effective as

a beginning practitioner?
• Why do you think these strategies will be effective?
• How will learning increase as a result of using these strategies?

2nd Element: Creating a Positive Learning Environment (1-2 Pages)

• What does the teacher do that encourages positive social
interaction?
• What does the teacher do that encourages active engagement?
• What does the teacher do that encourages self-motivation?
• What classroom management strategies did you observe that
seemed to make a positive learning environment and that you
would possibly use? (Ck 396 and INTASC)

3rd Element: Organizing, preparing, and monitoring independent and group

work (1-2 Pages)
• How is the room organized to increase learning and motivation?
• How are materials organized to increase learning and motivation?
• What does the teacher have to do to prepare the room and materials
for learning?
• How does the teacher monitor independent and group work?
• How does the teacher assess independent and group work?

Revised Fall 2006 1

 4th Element: Culminating Reflective Writing (1-2 Pages)
Discuss what you learned about classroom motivational strategies as a
result of this practicum by incorporating responses to the following
guiding questions about classroom motivation:
• Describe some of the experiences that changed or reinforced your
beliefs about motivating students in a classroom setting.
• What did you notice about intrinsic and extrinsic motivators used
in the classroom?
• What do teachers do to create a positive learning environment that
increases intrinsic motivation?
• What will you do in your classroom to motivate students to learn?

Revised Fall 2006 2

SCORING RUBRIC FOR REFLECTIVE PAPER/CLASSROOM OBSERVATION
REPORT (INDIVIDUAL/GROUP MOTIVATION – PORTFOLIO ARTIFACT).
The following rubric is for your reflective paper/classroom observation report on
individual/group motivation. (INTASC #5, as well as CEC #5 for SPED). An
“unsatisfactory” rating on any section is unacceptable and will require revising and
rewriting.
ELEMENT 1 Personal Belief Statement: Student composes a belief statement that
incorporates a description of motivation strategies, an explanation of why these strategies
will be effective, plus a concluding paragraph detailing the learning advantage(s) for K-
12 students.
Distinguished Proficient Basic Unsatisfactory
Student described Student demonstrated Student demonstrated Student demonstrated only
clearly and a generally accurate a rather minimal a rudimentary
completely (1) knowledge of understanding of understanding of
effective individual/group individual/group individual/group
individual/group motivation strategies, motivation strategies, motivation strategies, the
motivation strategies, the rationale for why the rationale for using rationale for using such
(2) rationale for why these strategies tend these strategies with strategies with young
these strategies will to be effective, and young learners, and learners, and the
be effective with K-12 the advantages of the advantages of advantages of using such
learners, and (3) the using such strategies using such strategies. strategies.
advantages of using with young learners.
such strategies with
young learners.

ELEMENT 2 Creating a Positive Learning Environment

Distinguished Proficient Basic Unsatisfactory
Student described Student described in Student described in Student did not describe
clearly and completely a generally accurate a rather minimal way examples of positive social
examples of positive way various examples of positive interaction, active
social interaction, examples of positive social interaction, engagement, and self-
active engagement, social interaction, active engagement, motivation.
and self-motivation. active engagement, and self-motivation.
and self-motivation.

ELEMENT 3 Organizing, preparing, and monitoring independent and group work.

Distinguished Proficient Basic Unsatisfactory
Student clearly and Student Student Student did not
thoroughly demonstrated a demonstrated a demonstrate
explained the role of generally accurate somewhat minimal understanding of
organizing, understanding of the understanding of the the role of
preparing, and role of organizing, role of organizing, organizing,
monitoring preparing, and preparing, and preparing, and
independent and monitoring monitoring monitoring
group work. independent and independent and independent and
group work. group work. group work.

Revised Fall 2006 3

ELEMENT 4 Culminating Reflective Writing: Student reflects on practicum
experience and motivational strategies.

Distinguished Proficient Basic Unsatisfactory

Student described Student described Student adequately Student inadequately
clearly and in a generally described the described the
completely the accurate way the influences that influences that
influences that influences that changed his/her changed his/her
changed his/her changed his/her beliefs about beliefs about
beliefs about beliefs about motivating motivating students,
motivating students, motivating students, and the and/or the growth
and the growth that students, and the growth that that occurred as a
occurred as a result growth that occurred as a result result of the
of the practicum occurred as a result of the practicum practicum
experience. of the practicum experience. experience.
experience.

ELEMENT 5 Student Follows Paper Guidelines

Distinguished Proficient Basic Unsatisfactory

Student effectively Student was Student adequately Student inadequately
responded to all of generally clear and responded to all of responded to the
the guiding questions complete in the guiding guiding questions for
for the four elements responding to all of questions for the the four elements
identified in the the guiding four elements identified in the
assignment sheet. questions for the identified in the assignment sheet.
Paper was 5-9 pages four elements assignment sheet. Paper was not 5-9
in length. identified in the Paper was 5-9 pages in length.
assignment sheet. pages in length.
Paper was 5-9
pages in length.

ELEMENT 6 Mechanics

Distinguished Proficient Basic Unsatisfactory

Writing is clear, Writing is generally Writing lacks Writing lacks clarity
well-organized, and clear and well- clarity and/or and/or organization.
effectively organized. There organization. There There are numerous
presented. There are are some spelling, are distracting errors in spelling,
few, if any, errors in punctuation, and/or errors in spelling, punctuation, and/or
spelling, punctuation usage errors. punctuation, and/or usage.
or usage. usage.

Revised Fall 2006 4