Positive Social Interaction
I choose the first scenario as it shows a description of the best homework policy affecting the life of 20 students. Scenario one explains a homework policy appropriate in bringing about a positive social interaction among 20 students. In the scenario one, it is easy to bring about positive social interaction through teacher direction on how to read and interact with each other. M.s Smith taught the students while referring to handouts to enhance the student’s reading. Ms. Smith communicates the homework policy verbally to the 20 students in the class. This reveals the nature of communication between her and the students. The teacher-student relationship would be improved by the frequent communication in order to receive guidance. The homework policy seems to foster learning and enhance willingness of the fourth graders to learn that in turn leads to the development of positive teacher-student relationship. It also encourages the students to inquire any issues relating to the assignments to the teacher (Alderman, 2013). Ms. Smith also gives the students handouts with policy for their future reference and taking to their parents. Also, she regularly revisits the handout in the classroom to remind the students of any issues. This shows the continued interaction between the teacher and the students.
In addition, the homework policy is suitable in enhancing self-motivation of the 20 students. The teacher has been verbally explaining the policy to the students. This helps to instill a sense of self-responsibility and commitment among the fourth graders (Anderman, Andrzejewski & Allen, 2011). The students are able to reflect on their own capabilities and abilities to handle the assignments. The policy also provides a reduced level of dependency on the teachers. This acts as a major component in promoting self-motivation among the 20 students. This is because the 20 students are encouraged to work on their own. In addition, the development of the children’s dependence would limit the ability of the 20 students completing their homework. The policy also gives the fourth graders ample time to work on their homework. When giving out the assignments, the teachers indicate the due dates for the assignments at his discretion. The teachers also give out a one to two day extension for the submission of the assignment. The teacher also gave the fourth graders handouts with details of the assignments. The information details indicated the pertinent information related to the assignments (Parker, Martin, Colmar & Liem, 2012).
The homework policy is also suitable in improving the active engagements of the fourth graders during the classroom sessions. I think the policy was instrumental in persuading the fourth graders to use cognitive strategies for integrating ideas and communicating the idea reflections. The strategies include self-questioning, summarization and assessing of understandings. The nature of social interactions influenced by the policy allows for increased engagement among the students and the teacher. The policy makes the 20 students highly social in terms of sharing their reading and writing. Also, the homework is usually based on the class work prompting the need to engage actively. The homework policy relates to some of the factors that promote active engagement and motivation of the fourth graders (Alderman, 2013).
Ms. Smith increased active engagement was important in making the students to participate in the classroom reading and activities. Active engagement also increases the concentration of the students to the class session and themes through improved learning and fun activities. However, rules and procedures are important in ensuring that every student is participating in the classroom sessions. The teacher has come up with pre-planned routines that give the fourth graders an understanding of the curriculum and expectations from the teacher (Parker et al., 2012). Such pre-planned routines are effective in ensuring the active engagement of the fourth graders. Thus, the homework policy would lead to the active engagement of the fourth graders.
My Homework Policy
For Fourth graders, I would develop a homework policy that gives the child’s homework every day. The fourth graders are aggressive and self motivated to work assignments every day. The homework should be handwritten. Most importantly, the policy will be explained to the parents and students in a special school meeting. Also, the students would be explained on the policy in the classroom and given newsletters to give their parents with the policy description. The homework will be usually marked at the start of the class lessons. Any children who will not have completed the assignments and will not turn in their work would be helped by the teacher. The teacher would conduct a discussion for the students who fail to turn in their work. At the end of the classroom, I will be writing an assignment on the board. All children are required to write the assignments in their exercises. The teacher will ask questions relating to the content of the homework policy to test the student’s understanding of his expectations. The students will receive their graded homework after 2 days of submission during one of the class sessions. This will allow for making any corrections to the already graded homework.
Justification of Policy
In case of any illustration, the fourth graders are expected to color and draw the illustrations clearly. The two scholars Anderman et. al. (2011) and Alderman (2013) supports the homework policy in the scenario. According to Anderman etl al. (2011), the homework policy in scenario, one is appropriate for the fourth graders. The homework policy is appropriate for fourth grade students as it enhances the planning of instructions supporting the active engagements of the fourth graders. This also enhances the effective delivery of instructions by the teacher. As seen in the homework policy, the teacher uses the whiteboard and verbal instructions to communicate the homework policy to the fourth graders. This shows her efforts in enhancing the active engagements of the fourth graders (Anderman et al., 2011). Therefore, the homework policy can reflect the teacher’s desire to teach the fourth graders.
- Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. London, UK: Routledge. This source supports the interaction of the students with the teacher during the correction of graded assignments. It also emphasizes on the need of helping the students unable to turn in the assignments through group class discussion.
- Anderman, L. H., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support fourth graders’ motivation and learning in their classrooms. Teachers College Record, 113(5), 969-1003. Second, it supports the effective communication in the classrroms and with parents. It suggests that it crucial to involve the parents on the students’ progress. This improves the nature of teacher/student and teacher/parent relationship.
Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. London, UK: Routledge.
Anderman, L. H., Andrzejewski, C. E., & Allen, J. (2011). How do teachers support fourth graders’ motivation and learning in their classrooms. Teachers College Record, 113(5), 969-1003.
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.