Just when teachers thought
the station-rotation model would facilitate learning in a perfectly choreographed
pattern of performance, the students had distinct ideas of their own! The
movement between stations increasingly became less than graceful, and
definitely not harmonious; while the computer station began to look like a rest
stop, brain included. So, what was going on, and why?
The described situation was
becoming more common, than not, especially in the older grades and required situational
examination and immediate behavioral-remediation.
As with anything repetitious,
the students were beginning to demonstrate discontentment with mundane routine.
Questions arose concerning digital
content challenges and teacher facilitation of student engagement, including
motivational reinforcement procedures.
The teachers, in whose
classes disruption of flow existed, conducted class meetings in which
explanations and suggestions were elicited from the students.
Collectively, the students
and teachers examined each element and concluded that in as much as there may
have been glitches, within the digital content program, the importance of
persevering with maximum effort was paramount. The mere fact that the students’
input was heard, as well as acknowledged as being relevant, produced increasing
intrinsic student motivation to succeed.
A reward system was put in
place that reinforced transitioning between stations quickly, quietly and
efficiently. The teachers also varied the digital content offerings; allowing
students to have free choice of digital content programs, after successfully
completing the required digital content assignments. Teachers began to conference with students,
individually, empowering them with the view of their learning path, data
results and digital lesson plans.
Each changed component
contributed to the development of student empowerment for self-directed
behavior and ultimately increased the pace of student learning.
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