Task 3 Part A
Sarah is a youth in a 4th grade elementary class who seems to have trouble sitting still, and tends to move around the classroom distracting students and even leading others to follow her off­task behavior. One way to address these issues would be to apply principles of intrinsic motivation, and to remember that each behavior a person has is to fulfil some personal need (Savage & Savage, 2010, pp. 48). Sarah seems to have an issue with remaining in her seat for periods of time, so instead of repeatedly correcting the off­task behavior, if we address the need she is seeking to fulfil, the physiological need of mobility
(Savage & Savage, 2010, pp. 51), the issue is more likely to be resolved. This could be accomplished by having her distribute papers, or return graded assignments, when she seems to be getting restless. Another way could be by building lesson plans with activities that allow for movement, possibly timed group activities that switch areas after a certain amount of time. While intrinsic motivation is the more desirable, combining extrinsic motivation principles as well strengthens the efforts. One example of a way to motivate Sarah extrinsically would be to use a system for giving rewards for each lesson (gradually building up to entire class periods) the youth does not wander from her seat. Perhaps she is given a star for each lesson and when she has a certain amount of stars received in a week she gets a prize. Walden is a student in a 4th grade class, who isn’t very lively in the daily lessons, but seems to have an interest in space and even talks more when the subject is discussed. This is a youth from the different spectrum, but one that could benefit from the teacher using principles of motivation. Intrinsic motivation is concerned with what is within a person, for instance their personal interests. Walden exhibits an interest in things related to outer space and NASA, so a way to apply motivation principles would be to design lessons around or focusing on such topics. Possibly having a composition assignment with several different topics as an option, and one being involved with the solar system to pique Walden’s interest, for example. A way to extrinsically motivate the youth would be offering praise when he is an active participant in the discussion. This is a simple reminder to him that participating brings favorable attention from the teacher, and hopefully will promote more of this behavior (Savage
& Savage, 2010, pp. 46). Part B
Teaching:
One way to incorporate technology into the classroom to enhance teaching would be the use of presentation software when delivering instruction. The youth, George, has had instances in the past where he has thrown books at students and even the teacher, though it does not happen frequently. One possible reason he could have these moments is that he gets frustrated with his work, it may confuse him and he lashes out at the students who seem to grasp the material easier and the teacher for making him learn such hard subjects. One option is called Prezi, a visually stimulating presentation software that “zooms” in and out of topics, allowing a connectivity of past ideas and concepts. I as the 4th grade

teacher could create a “canvas” of concepts that spans across a few lesson plans that may not be completely touched upon on the first day, which will provide a “non­linear” way of approaching the material (Prezi). For a student such as George, who may need help in connecting lessons and getting the most out of instruction, a software that brings out engagement and interaction would be perfect in addressing his needs. Learning:
Another technology that could be incorporated into the classroom, used to enhance teaching would be the use of interactive websites that use games to help students learn, for example, math concepts. Student Bridgette has an issue with needing constant confirmation on her work,