Ms.James's Blog

 I am primarily intrinsically motivated. This result aligns closely with my teaching and coaching philosophy. I am deeply invested in my students’ academic and personal growth, and I find genuine satisfaction in witnessing their “lightbulb moments” when concepts begin to make sense. That sense of fulfillment reinforces my commitment to creating meaningful, engaging learning experiences. As an instructional coach, my intrinsic motivation influences how I support teachers. I focus on building authentic relationships, fostering professional growth, and encouraging reflective practice rather than emphasizing compliance or external rewards. However, one area I could improve is incorporating more extrinsic motivators, such as recognizing the small teacher wins or providing public acknowledgment of progress. Balancing intrinsic and extrinsic motivation could further enhance morale, sustain engagement, and promote a positive school culture.

My name is Me'Nighyah James and I currently teach middle grades social studies. I have a growing interest in PBIS because I see firsthand how behavior, climate, and instruction are deeply connected in the classroom. I am hoping to continue building my skills in this area. As for my professional learning network, I stay connected and continue learning in a few ways: Weekly Professional Development:  Every Wednesday, I participate in PD sessions at my school. These are opportunities to collaborate with colleagues, gain new strategies, and reflect on our instructional and behavioral practices. Workshops and Trainings:  I attend PBIS-related workshops whenever they’re available. These sessions help me stay current with best practices and give me new tools I can bring back to my classroom. Colleagues and School Community:  My fellow teachers, instructional leaders, and support staff play a big role in my PLN. We share ideas, solve challenges, and learn from one another’s ...