Climate variables
Climate variables are the factors that relate to the classroom environment. These variables create a suitable environment for learning. The first climate variable is the learning setting. The classroom should be arranged in a manner that promotes learning. Charts which show the learning content of the subject should be hung in the classroom.
Further, the students should be informed of the daily learning objectives and assignments. Based on this variable, Tony introduces the class by stating that “I’m going to write some words on the board and I want you to observe and compare them carefully. Then we’ll see if we can find a pattern in them. Okay?” (Pearson Education, 2010). He informs the students precisely on the objectives of his class.
Secondly, there is a need to have reciprocated respect between the students and the tutor. This mutual respect is evident when the students respond to the Tony’s questions. He asks nearly all the students in the class a question and they all respond. Thirdly, safe environment motivates learning. Safe environment is displayed by the students’ ability to express their ideas freely without fear of being intimidated.
This can be seen in the answers provided by the students. Such as, “He continues, “Look at the words I’ve written on the chalkboard. Tell me something about them. Sonya?”, “They’re all words,” Sonya responds. “Indeed they are,” Tony smiles” (Pearson Education, 2010). The answers do not relate to the topic of discussion but Tony builds on the answers provided by the students for a better understanding.
The example above also shows that Tony created a friendly environment as he smiles at the answers provided by the students and carrying on with the lesson. This shows an encouraging teacher’s behavior. Finally, Tony enhances student synergy by involving all of them in understanding the topic throughout the class.
Instructional variables
Instructional variables revolve around increasing concern in learning activities. The first instructional variable is the introductory focus. It entails attracting the attention of students.
The second variable is linking the topic to the students’ lives. It is evident as Tony chose the words the students use in daily life such as cut, get and tip among others. Thirdly, Tony involves all class members in the discussion. He directs the questions to students to respond. For instance, “Yes, excellent, Kathy. And what did we add to each of the words? Alysia?” (Pearson Education, 2010).
Such active involvement of the students increases intrinsic motivation among them. At the end of the class, there is evidence that the students understand the objectives of the lesson. It is shown in the statement “very well done, Trang. You’ve identified the relationship between vowel sounds and spelling when adding ing” (Pearson Education, 2010). Upon confirming understanding of the subject, Tonny gives the students a class assignment. It is an illustration of meeting the need to understand the topic.
Effectiveness of Tony’s lessons for promoting motivation
Tony is effective in delivering the content of the topic to the students because he uses of both climate and instructional variables. This can be attributed to his personal teaching efficiency. It is evident in his deep interest to ensure that the students learn the topic. He uses answers provided by the students to build a better understanding of the topic. For instance “Good observation, Alesha. Now look at the words in the second and fourth columns.
What do you notice about the spelling of those words? Robbie?” “They all have ing added to them.” “Yes. Now look a bit more closely. What kind of pattern do you notice? (Pearson Education, 2010). He uses an active participatory approach to teach the topic. All students kept on trying in a participatory mood until they understood the concept and answered the question correctly. This increases the interest of the students to understand the concept.
Reference
Pearson Education. (2010). Motivation in the classroom. Web.