Patricia+A.'s+HW

1. After reading the article, I got to reflect on what goes on in my classroom in regards to the motivational conditions described in the article. I must say that a lot of the goals set in my classroom are actually goals set by the state, district, and/or school. At the begining of the school year for example, we meet as a grade level and are instructed to analize student's end of year benchmarks and to set up goals for our them. However, I must also mention that I do give choices to students as to what activities they can do to show progress toward established goals. I constantly assigned individual/group projects. I feel confortable using whiteboards, promethean board to some extend, document camera, and some other computer programs as a way of assessing students' progress and for providing immediate feedback to them.

2. I would like to be able to provide a lot more immediate feedback to my students. With class size increase and the load of district benchmark tests required troughout the year I feel that setting up a grading system to which students can always refer to see how they are doing is a must. Making the time to print out Accelerated Reader results, grading test and other assignments in a timely manner is also a must.

3. Students can experience desirable goals, choices, immediate feedback, and evidence of improvement through the use of whiteboards, class and group discussions, Student-Teacher conferences, written test, quick checks, spiral reviews, presentations, etcetera.