Classroom environments and dynamics are typically relegated to the background of educational research. Although not specifically academic by definition, classroom environments and dynamics, because of their intrinsic nature to the process of education, significantly affect the learning process that occurs in classrooms. Through an autoethnography of my significant pre-service teaching experiences, I analyzed and reflected upon classroom environments and dynamics and how my experiences have influenced my development as an educator. As this research is presented as an autoethnography, data collected is qualitative to reflect the nuances of situations and students that most accurately and clearly represent my perspective. This thesis project explores experiences that have been pivotal to my development as an educator. Experiences were collected from both academic and non-academic settings. Through my own experiences, I focused on the importance of classroom environments and dynamics, especially, but not limited to, how they can be used to motivate students.

Links to Project Materials:

Falk College of Sport and Human Dynamics 2020, Professional Projects 2020, School of Education 2020