Field Experience Reflection Paper

What effect did your teaching strategies have in terms of promoting student learning and keeping your students meaningfully engaged? (APS 5.A–C)

Engaging students in the classroom can be a difficult task. Understanding the process of how students learn can help a teacher adapt the lesson to meet the needs of all students. I will encounter students that are not intrinsically motivated so I will need to find different ways to motivate each and every student. Understanding how my students learn can provide me with insights as to how to help each student learn which will minimize classroom management problems.

Engaged learning, within a highly supportive environment, enables our students to develop strong communication skills, excel within collaborative settings, effectively address complex problems with innovative solutions, and lead with integrity and compassion throughout their lives and careers in a diverse and rapidly changing world.

When looking back on high school, I realize that I typically learned more from teachers who made their classes interesting. By doing so, these educators utilized student interest as method of building a desire to learn. They camouflaged learning in the colors of discussion, making it seem as though we simply were carrying on a normal discourse. But each class inevitably resulted in the acquisition of a better understanding of the subject material. As a student, I found myself wanting to go to these classes. The teachers who conducted these courses made education seem enjoyable and thus created in students a desire to engage in further learning. As a future educator, I would like my class to operate in a similar manner. I want my class to be one that students look forward to attending. Mine will be an intellectually open classroom environment—one in which

Every teacher encounters the challenge of getting students engaged in work in the classroom. While some students enthusiastically walk into a classroom each day, others need motivation and inspiration to focus in school. This issue is significant for school leaders because the role of the school is to provide a place for students to engage and interact with knowledge. If students are not

When teaching students (following an initial student assessment) I plan various methods to ensure all students are engaged within the learning process. This can be practical involvement, paired and group work, problem solving, reflection and writing notes. During this time, I am able to continually assess the learning progress through observation, written and oral questions, completion of work books and by using peer and self- assessment. I engage the students by using various mediums, video

"To create student engagement, the teacher must succeed in managing both discipline and instruction. If kids are goofing off, you won't get much engagement."

Student engagement is one of the most important things in school. Student engagement is an example. The students would have more time to do homework and get it done instead of not turning it in. Kids would also be more involved in class and in activities going on throughout the school. It is a big factoring debate on (Global Post) and talks about the more in student engagement. This shows what can be done to fix the problem

The overreaching goal of engagement during the instructional process is to achieve learning (J.J Keller & Associates, n.d.). Learning is the process by which a new skillset or information is acquired through review, practical exercise, and experience to name a few producing understanding or skillfulness (Merriam-Webster, n.d.). In an effort to facilitate learning during engagement of the adult learner, considerations should be applied and adjusted if needed to the presentation of the material which contributes to optimal learning. Optimal learning for the adult provides for engagement and allows retention of knowledge to transpire which is impacted by the training approach of the instructor (Kelly, 2006). The instructor’s teaching

Engaged time is the amount of time that students are actively involved and participating in school instruction. In other words, engaged time is when students are in the process of learning. It is common for some students espically special needs students to be less actively engaged in class time instruction. If one increases the engaged time then the learning increases as well. One way for engaged time to increase is for the teacher to use full use of scheduled instructional time. There is time waisted when you add in housekeeping chores or get off topic. Another way engaged time can be increased is to emphasize instruction rather than independent practice. Teacher-led activities lead to a higher engagement rates. A third way engaged time can

They can also help motivate student’s desire to learn by being engaged with both the content and students themselves.

By way of contrast, a more inclusive model of engagement was postulated by Appleton (2006) and Christenson et al. (2008) recently. In this model, engagement is an umbrella term for students’ academic, behavioral, cognitive, and psychological engagement respectively. The behaviors, unlike the two previous models, include academic (e.g., time on task, credits earned, and homework completion)2 and behavioral (e.g., attendance, class participation, and extracurricular participation)2 dimensions. This four- components model, which we will adopt in this study, is particularly distinct from the two former ones since it gives priority to the cognitive and psychological aspects of engagement. Appleton, Christenson et al. (2006) believe that these

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).

In the context of this course purposeful engagement means actually inter acting and not just showing up to class. Anyone can show up to class and do the work most teachers accept that but to build interactions with other students a person has to interact. Personally I have engaged by doing the scavenger hunt that was given to us at the beginning of the semester. I walked from one end of the campus to the other learning where some of the buildings were and having to talk to personnel to figure out some of the questions. This also involved having to get help from other students when I could not figure out some of the answers on my own.

Keeping students engaged and on task can be, at times, the most difficult part of being a teacher. You have to come up with new ways to engage them and keep them focused on learning, especially at the end of the day when all they can think about is going home.