As A Teacher, You Will Need To Plan Ways To Motivate And ✓ Solved
As a teacher, you will need to plan ways to motivate and
As a teacher, you will need to plan ways to motivate and support students with disabilities during instruction. A matrix that identifies common supports for students with specific disabilities is a great tool to use when planning accommodations, supports, and strategies to improve engagement in classroom activities. Use the “Classroom Management Strategies Template” to complete this assignment.
Part 1: Classroom Management Matrix
Complete the matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement of students with disabilities. Within the matrix, list and describe one engagement strategy for each of the disability categories.
Part 2: Strategies Rationale
Compose a word summary that rationalizes how the described strategies promote and encourage the following in students: Intrinsic motivation Engagement. Support your summary with a minimum of three scholarly resources.
Paper For Above Instructions
In today's diverse classroom environments, teachers are tasked with the challenge of motivating and supporting students with disabilities effectively. This paper will outline strategies for intrinsic motivation and engagement, providing a matrix that identifies common supports for specific disabilities as well as a rationale for how these strategies promote student success.
Part 1: Classroom Management Matrix
| Disability Category | Engagement Strategy |
|---|---|
| Autism Spectrum Disorder (ASD) | Visual Schedules: Implementing visuals that outline daily activities helps students with ASD understand and anticipate their routine, reducing anxiety and increasing engagement (Schultz et al., 2019). |
| Attention Deficit Hyperactivity Disorder (ADHD) | Fidget Tools: Allowing the use of fidget tools can keep students with ADHD focused and engaged during instruction by providing a way for them to channel excess energy (Reid et al., 2017). |
| Learning Disabilities | Peer Tutoring: Pairing students with learning disabilities with peers can promote collaboration, enhance learning, and motivate students through social interaction (Simmons et al., 2018). |
| Emotional and Behavioral Disorders (EBD) | Self-Monitoring Checklists: Encouraging students with EBD to use self-monitoring checklists helps them take ownership of their behavior and promotes intrinsic motivation (Dunlap et al., 2020). |
| Intellectual Disabilities | Task Breakdown: Breaking tasks into smaller steps provides clarity for students with intellectual disabilities and helps keep them engaged through small, achievable goals (Shapiro et al., 2021). |
Part 2: Strategies Rationale
Implementing engagement strategies tailored to specific disabilities is critical in fostering intrinsic motivation and engagement among students. Each strategy outlined above promotes self-efficacy and a sense of belonging within the classroom. For instance, visual schedules for students with autism not only provide a structure that minimizes anxiety but also offer a sense of accomplishment as they transition from one activity to another (Schultz et al., 2019).
Fidget tools for students with ADHD serve to meet their sensory needs while remaining engaged in the learning process, allowing these students to focus their attention on the lesson (Reid et al., 2017). Additionally, peer tutoring for students with learning disabilities promotes collaborative learning and capitalizes on the strengths of peers, fostering an environment of support and engagement (Simmons et al., 2018).
For students with emotional and behavioral disorders, self-monitoring checklists empower them to recognize and reflect on their behavior, engaging them in their learning process and enhancing their intrinsic motivation (Dunlap et al., 2020). Furthermore, task breakdown for students with intellectual disabilities creates manageable steps that promote a sense of achievement and engagement in completing tasks (Shapiro et al., 2021).
Collectively, these strategies not only address the unique needs of students with disabilities but also promote intrinsic motivation and engagement, leading to a more inclusive and supportive learning environment. Research indicates that when students feel supported and engaged, their academic performance improves significantly, which is essential for their long-term success (Wehmeyer et al., 2018).
In conclusion, effective classroom management strategies designed to support students with disabilities are essential in fostering intrinsic motivation and engagement. Teachers who implement these strategies can create a learning environment that accommodates the diverse needs of their students while promoting positive educational outcomes.
References
- Dunlap, G., Clare, P., & Strain, P. S. (2020). The role of self-monitoring in promoting student behavior. Journal of Behavioral Education, 29(1), 57-78.
- Reid, R., Trout, A., & Schulte, A. (2017). Fidget tools for children with ADHD: Effects on attention and engagement. Learning Disabilities Research & Practice, 32(3), 139-148.
- Schultz, H., McCarthy, J., & Sheely, M. (2019). Visual supports in the classroom for students with autism: A comprehensive review. Autism Research and Treatment, 2019, 1-10.
- Simmons, J. M., Smith, S. J., & Garrison, M. (2018). Peer tutoring and its effects on student learning: A meta-analysis. Educational Psychology Review, 30(4), 1377-1404.
- Shapiro, V. B., Gorman, B., & Cowan, J. (2021). Effective task breakdown in educational settings for students with intellectual disabilities: Strategies and outcomes. Intellectual and Developmental Disabilities, 59(6), 501-516.
- Wehmeyer, M. L., Palmer, S. B., & Shogren, K. A. (2018). Promoting self-determination and intrinsic motivation in students with disabilities: The role of educators. International Journal of Special Education, 33(3), 537-550.