Management and Motivation Essay

Management and Motivation Essay

Classroom management and learners’ motivation are essential steps for cultivating a conducive learning environment. Although educators are responsible for enhancing learning environments and motivating learners, they must familiarize themselves with proven interventions for achieving this overarching objective. According to Sabornie & Espelage (2022), classroom management entails a set of activities and approaches taken by educators and other stakeholders to create and maintain a conducive learning environment that supports successful instructions, maintenance of learners’ involvement and attention to lessons, and the establishment of classroom rules and procedures. As a result, the primary components of classroom management include student socialization, disciplinary actions, and learners’ motivation. This paper describes the learning environment that can support evidence-based practice (EBP) course, theories of classroom management, learner management, and student motivation, and evidence-based strategies for classroom and learner management consistent with selected nursing education course.

A Description of the Learning Environment Most Appropriate for the Educational Topic

A collaborative learning environment is ideal for supporting evidence-based practice educational courses. Le et al. (2017) argue that collaborative learning practices emphasize student collaboration and interactions between learners and educators. In this sense, educators oversee student groupings and align instructions with the goal of improving learners’ problem-solving and decision-making skills. Performance indicators of a collaborative learning environment include effective communication, differentiated instructions, classroom civility, and meaningful interactions between learners and educators. When educating nursing students about evidence-based practice and its underpinnings. It is crucial to embrace interactive teaching methods, including journal clubs, quizzes, workshops, field visits, and clinical nurse presentations (Horntvedt et al., 2018). Equally, interactive lectures and incorporating advanced technologies like video conferencing, simulations, and online learning can provide ideal opportunities for knowledge acquisition, interactions, and information retention. Further, these interventions can promote team-based and self-directed learning (SDL).

Theories of Classroom Management, Learner Management, and Student Motivation that are Relevant to the Course and Intended Audience

Classroom and learner management are continuous processes that require educators to understand and respond to student diversity, create a conducive learning environment, and motivate learners to achieve the desired outcomes of the learning process. Many learning theories propose educator-led interventions for effective classroom and learner management. These theories are constructivism, BF Skinner’s operant conditioning, and John’s student-directed learning theory.

The constructivist perspective of learning emphasizes learners’ experiences and interactions between them and more knowledgeable educators as the foundations of knowledge acquisition. In this sense, educators should improve learners’ learning capacity by engaging them in the classroom and out-of-classroom activities. Equally, they should encourage instructional scaffolding which entails guiding learners throughout the course, simplifying complex concepts, and using visual aids (Seifert & Sutton, 2019). The primary objective of constructivism theory is to capitalize on students’ involvement in learning activities.

On the other hand, BF Skinnier’s operant conditioning theory entails reinforcing positive behaviors and punishing uncivil or disruptive acts in the classroom context. Leeder (2022) argues that educators can reinforce positive behaviors by adding a stimulant, including a reward to strengthen moral behaviors. Equally, instructors can achieve negative reinforcement by punishing unpleasant behaviors and acts.

Finally, John’s student-directed learning theory applies to more established learners, including students in universities and colleges with the underlying desire to improve their competencies and the curiosity for a deeper understanding of concepts. According to Rudhumbu (2022), student-directed learning improves learners’ intrinsic motivation and results in other multiple benefits, including the involvement of higher thinking skills. Consequently, a self-directed learner has a sense of responsibility and control over the learning process.

Evidence-Based Strategies for Classroom and Learner Management

Based on the three theories of learning and classroom management, it is possible to identify effective strategies for classroom and learner management, as well as improving student motivation. As a nurse educator, I can consider a rewarding system as a strategy motivating learners to acquire knowledge, understand concepts, and achieve course outcomes. Equally, I would adopt a holistic classroom policy that underpins ethical and civil behaviors and actions in classroom contexts.

Secondly, it is essential to promote a student-directed learning model where instructors provide educational resources, such as books, journals, and modules to complement self-directed learning. Rudhumbu (2022) contends that student-directed learning (SDL) capitalizes on the learners’ desire to be competent and curiosity to explore new information and concepts related to the sources. Besides these approaches, I would improve communication patterns, enhance learners’ self-efficacy, improve self-determination, manage conflicts emanating from learners’ diversity, and demonstrate emotional intelligence and cultural competence to respond to learners’ psychological, emotional, and social needs.

Conclusion

Educators play a significant role in developing curricula and implementing teaching instructions to aid knowledge acquisition and retention. Class and learner management are continuous processes that require instructors to familiarize themselves with student diversity and implement interactive teaching methods to motivate learners and improve their performance. These strategies are consistent with various learning and classroom management theories, including constructivism, BF Skinnier’s operant conditioning, and Kohn’s student-directed learning theory.

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References

Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(1), 1–11. https://doi.org/10.1186/s12909-018-1278-z

Le, H., Janssen, J., & Wubbels, T. (2017). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389

Leeder, T. M. (2022). Behaviorism, Skinner, and operant conditioning: Considerations for sports coaching practice. Strategies, 35(3), 27–32. https://doi.org/10.1080/08924562.2022.2052776

Rudhumbu, N. (2022). Antecedents and consequences of effective implementation of cooperative learning in universities in Zimbabwe. Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/jrit-01-2022-0004

Sabornie, E. J., & Espelage, D. L. (2022). Handbook of Classroom Management (3rd ed.). Taylor & Francis.

Seifert, K., & Sutton, R. (2019). The learning process. Pressbooks.pub. https://pressbooks.pub/uwgedpsych/chapter/the-learning-process/

Instructions
Create a report that does the following:

Describes the learning environment most appropriate for the educational topic and intended audience that you identified.
Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.
Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.
Supports your choices with scholarly resources.
Additional Requirements
Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
Length: 3–4 pages, plus a title page and a references page.
Use correct APA format, including running head, page numbers, and a title page.
Use and cite at least three scholarly articles in your plan.
Writing should be free of grammar and spelling errors that distract from content.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
Describe the most appropriate learning environment for an intended topic and audience.
Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
Evaluate the applicability of classroom management and learner motivation theories to a specific course.
Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
Describe theories of learner motivation.
Describe evidence-based best practices to enhance learner motivation in diverse settings.
Competency 4: Integrate best practices for classroom management.
Describe theories of classroom and learner management.
Describe evidence-based strategies for classroom and learner management.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.