Engagement In The Classroom

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

In the article “Engaged Pedagogy,” the author, bell hooks, attempts to gain a relationship between professors and teachers with their students to create a comfortable environment in which learning can be fun and interactive. As an illustration, the author states that educators who are “vulnerable” activate students’ want to participate and share in the classroom. Considering this, educators who take risks in the classroom to help students strengthen their involvement are as hooks describes “wholly present in mind, body, and spirit” (hooks, page 3, paragraph 9). Anthony Majewski, a principal of Hill-Freedman practices this concept with his pursuit in expanding the middle school into a high school. At first, the students were skeptical on attending a new school, and Majewski looked to his students for ideas and decision-making help, and of course to

During this assignment I’ll conduct a philosophy of classroom engagement and management in different categories.

According to Cooper (2014) if identity development is a majority factor for student engagement then different teaching practices should provide a context for a student’s identity development and engagement. The three teaching practices observed included connective instruction practices, academic rigor practices, and lively teaching practices. Similarly to the various parenting styles, the three teaching practices have varying levels of standards and affection. Connective instruction operationalizes through promoting relevance, conveying care, demonstrating understanding of students, providing affirmation, relating to students through humor, and enabling self-expression. The connective approach functions majorly off creating a warm relationship with each student and fluctuating goals. The teaching practice of academic rigor emphasizes hard work and academic success through providing challenging work, pushing students through academic press, and conveying passion for content. This approach sounds much like an authoritative parenting style, high standards and minimal affect towards the adolescent. Lively teaching practices utilize an active delivery of the curriculum through games, fun activities, having students work in groups, and assigning projects. 60% of students reported from the HSSSE that they

Phase 3. In phase 3, participants either affirmed themselves as teachers or leave teaching. For those who remained in the profession, there are new concerns and challenges. This is the first phase teachers typically feels the boredom of routine for the first time (Huberman, 1989). Once a basic level of classroom mastery was achieved, Huberman found that there was a need for refinement and diversity. Those affirming their practices started to see they could achieve better results by diversifying their materials and modes of classroom management. Huberman found that diversification of materials often led participants to increased collaboration outside their own classrooms. Career-sequences after

Gray Elementary engages learners and other stakeholders in an effective manner to improve learning outcomes. The entire stakeholder community is engaged when feedback is obtained, and then utilized by Gray Elementary to ensure student success. Gray Elementary strives to ensure that comprehensive services are available for all learners.

I can incorporate elements of powerful teaching and learning into my practice by involving students in the learning and at the same time ensuring that the material helps them think for themselves. As a future teacher, I will always find methods to make learning important, accurate, and valuable to students. I will find what students are enthusiastic about and then use those interests as inspirations to increase engagement. Whether a student is passionate on one thing or has probably few areas of interest, there are many easy strategies that I can use into my curriculum. I truly believe that every student learns different ways. So it is very important for me to use in the classroom differentiated instruction, especially for those students with special needs. Differentiation is the best way to engage all learners successfully. I will also include engagement in the classroom. This is a good way to involve students in the classroom and to stay engaged in their learning and develop greater skills. When students are taught to control their behavior and work independently, the environment in the classroom is peacefully and easy to teach. I am looking forward to incorporate all these teaching strategies in my

When the year is over, I cannot even recognize my students anymore because they have now become confident when they speak; they are not only asking questions, but they are looking at each other for the answers (instead of it coming solely me); they are making insightful observations and analysis on the texts; and classroom management is no longer an issue. I would like to take full credit and say that most of this is due to providing students with “predictable and safe environments so that they can take risks, explore, and grow”, but I know that the child’s development also plays a larger role. When a teacher can incorporate routines in their classroom and foster a positive and welcoming learning environment, they are ultimately “capitalizing” on the students’ developmental

No matter what, a routine is important within the classroom, but outside of the basic routine, it’s important to shake things up to provide different activities to keep the students’ attention. Some students work better within groups, and others on their own, so it is very important to make sure a teacher has a balance of that. This will also help strengthen the students’ skills by working on both of these. An example of engagement could be based on a kindergarten classroom. As they’re developing and reaching certain developmental milestones, listening and sitting still is difficult for them. Kindergarteners weren’t made to sit in a chair all day and be silent, movement and talking are a huge part of the various developmental milestones they surpass. Having activities that get the kids up and moving can be very beneficial to not only them but the teacher as well because it keeps the students

When we prepare children for life. We have to bring lot of changes to the teaching methodology. My personal philosophy is to create positive learning environment through active learning. Teaching and learning are the two sides of a coin... Students can learn best when they are motivated. To motivate them for learning teacher need to be well prepared and motivated him/herself. Students enjoyed learning if the activity is fun. Therefor an effective strategy can help students to get involved in the lesson and they get to know what they learn best.

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Video 0142-Subject: Generalist demonstrates a high level of student engagement and teacher encouragement. In this video the students are working in teams of two on a science lesson that involves measuring the amount of water that goes through sand and clay. You can tell that the students are enjoying this project. The class room has low levels of conversation going on, students are on task and there are not any disruptive behaviors being displayed. Despite getting to work with water, sand and clay the students are using their tools appropriately. Not only can you tell they are actively engaged by their attitudes, but also in the answers that are given to the teachers questions. The teacher is asking questions that require that student to really

The film The World in Claire’s Classroom, 2000, shows us an alternative first and second grade classroom dynamic that Claire helps facilitate by her teaching style and beliefs.While certain parts of the film are socially problematic, in regards to some methods when learning about other cultures, Claire practices very progressive teaching methods and concepts that our class has covered. Because of using these varied teaching methods, Claire is also creating a more indepth and engaged learning environment that appears to have a positive impact on her students. Two concepts that I will be introducing and comparing to Claire’s classroom are Self-directed Learning and The Four Aspects of Engagement. Both of these concepts connect to multiple

Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.