This document outlines an agenda for a graduate teaching assistant seminar focused on creating effective learning environments. The agenda includes discussions of classroom management strategies, motivating students, managing time and space, and developing a positive classroom culture. Students will analyze strategies from cooperating teachers, critique their own teaching, and brainstorm ways to demonstrate their understanding through artifacts.

1. Creating an Effective and
Proactive Learning Environment
Graduate Teaching Assistant, Sarah Cress
Art Ed 4273

2. MoSPE Madness…
• Objective Share
• GoAnimate Standard Four
Videos
• Classroom Rules and
Regulations Brainstorm
• MoSPE Five Overview
• Classroom Management
• Motivation and Engagement
• Time, Space and Transitions
• Environment
• Artifact Brainstorm
• Artistic Release

3. Writing Prompt…
Prompt (5.1) Think back to
your earliest school-based
memory. What rules did
your teacher set for your
classroom setting?
Describe the expectations
you recall.

4. Set the Scene for Productivity…
Working in pairs, create a
poster that you could
theoretically hang in your
future classroom space.
This poster must be
aesthetically appealing
while also detailing your
expected rules and
regulations.

5. MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a learning environment that encourages active
engagement in learning, positive social interaction, and
self-motivation.
Quality Indicator 1: Classroom management, motivation,
and engagement
Quality Indicator 2: Managing time, space, transitions and
activities
Quality Indicator 3: Classroom, school and community
culture

6. MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a learning environment that encourages active
engagement in learning, positive social interaction, and
self-motivation.
Quality Indicator 1: Classroom management, motivation,
and engagement
Quality Indicator 2: Managing time, space, transitions and
activities
Quality Indicator 3: Classroom, school and community
culture

7. Invisible Classroom Management…
FoundationFoundation PreventionPrevention InterventionIntervention
- Anticipate problems
- Make decisions
- Teach content
- Teach procedures
and behavior
- Maintain inner
authority
- Ask for help
- Take care of yourself
- Hold your ground
- Positive connections
- Teaching procedures
- Consistency
- Lesson design
- Rules and
consequences
- Breaking the cycle

8. Invisible Classroom Management…
Prompt (5.1, Classroom
Management) With your
teaching partner discuss
the classroom
management strategies
you have observed in
Belleville. Which
strategies have you
employed during your
own teaching. Why do
these strategies work
with kids?

9. Our Kids Are Conditioned…
“According to Skinner,
supplying the correct
answer--and being informed
by the program that it is the
correct answer--motivates
the student to go on to the
next frame; and as the
student works through the
program, the desired
terminal behavior is
achieved.”
Source: Teaching concepts - motivation. Retrieved from
http://college.cengage.com/education/pbl/tc/motivate.html

10. Let’s Brainstorm!
Prompt (5.1, Motivation) Students have
been trained to behave in an educational
suitable domain. With the person sitting
across from you, brainstorm suitable ways
in which you would “reward” students in
the art classroom.

11. Achievement…A Loaded Term
“Individuals with a high need for
achievement have a stronger expectation of
success than they do a fear of failure for
most tasks and therefore anticipate a feeling
of pride in accomplishment.
Individuals with a low need for achievement
avoid such tasks because their fear of failure
greatly outweighs their expectation of
success, and they therefore anticipate
feelings of shame.”
Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.html
http://college.cengage.com/education/pbl/tc/motivate.html

12. Educational Stereotypes?
Prompt (5.1, Engagement) With someone new
discuss how you would approach students along
both sides of the Atkinson spectrum. What
accommodations would you make for the high
achievers, the low achievers…and for EXTRA
CREDIT…the middle achievers?

13. MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a learning environment that encourages active
engagement in learning, positive social interaction, and
self-motivation.
Quality Indicator 1: Classroom management, motivation,
and engagement
Quality Indicator 2: Managing time, space, transitions and
activities
Quality Indicator 3: Classroom, school and community
culture

14. A Class Critique….
In what ways
does your
instructor
organize class
time. List the
strategies.

15. A Co-Op Critique….
Choose one of your
cooperating teachers
from Belleville.
Describe the
classroom space and
the way in which it is
organized. What
works? What
doesn’t?

16. A Self Critique….
Prompt (5.2,
Transitions) Think
about your last day of
teaching in Belleville,
how did you and your
teaching partner
transition from step to
step. What worked?
What didn’t?

17. A Self Critique….
Prompt (5.2, Activities)
Think about your last
day of teaching in
Belleville, how did you
differentiate
instruction? What
worked? What didn’t?

18. MoSPE Five…
Standard #5 The teacher uses an understanding of
individual and group motivation and behavior to create
a learning environment that encourages active
engagement in learning, positive social interaction, and
self-motivation.
Quality Indicator 1: Classroom management, motivation,
and engagement
Quality Indicator 2: Managing time, space, transitions and
activities
Quality Indicator 3: Classroom, school and community
culture

19. A Class Critique….
In what ways has
your instructor
attempted to
cultivate a warm
and welcoming
classroom
culture?

20. A Co-Op Critique….
Choose one of your
cooperating teachers
from Belleville. In
what ways have they
attempted to cultivate
a warm and
welcoming classroom
culture?

21. A Self Critique….
Prompt (5.3,
Classroom Culture)
Consider your
internship curriculum.
In what ways have you
planned to cultivate a
warm and welcoming
classroom culture?

22. A School Critique….
Prompt (5.3, School
Culture) Consider your
internship placement.
Describe the culture of
that particular school.
What steps do you
think were taken in
order to foster such an
environment.

23. A Community Critique….
Prompt (5.3,
Community Culture)
Consider your
internship
placement. Describe
the culture of that
community. In what
ways have you
addressed
community in your
curriculum?

24. Artifact Brainstorm…
Now, let’s
brainstorm
some ways
we can
demonstrate
our newfound
knowledge.
Artifact Brainstorm…