Learner Engagement Unit 1 Activity 1

Reflection activities from your class book Eight Myths of Student Disengagement

Chapter 1

STOP AND REFLECT

1. How do you currently define learner engagement in your classroom?
2. What do you picture when you think of engaged and disengaged learners? (What do they look like? Sound like?)
3. Which component of engagement do you think is most important: behavioral, emotional, or cognitive? Why?
4. How does your answer for question #3 impact your definition of engagement in question #1?

STOP AND REFLECT

1. What types of engagement and disengagement profiles do you see in your classroom?
2. Do you have learners who are examples of fully engaged, behaviorally engaged only, or at risk? Who are your Fionas, Francos, Beatrices, Benjamins, Rachels, or Ryans? How do you interact with each type of learner?
3. Do you have learners who you don't know if or how they are engaged? How do you interact with these learners?

STOP AND REFLECT

1. What is your engagement goal for your classroom? Do you want to increase the percentage of learners engaged, the time learners are engaged, or the contexts in which learners are engaged?
2. In what activities are learners typically most engaged in your classroom? Why do you think these activities are engaging? When does learners' attention waver? What do you believe triggers the disengagement?
3. At what times of the day are learners most engaged? Least engaged? How do you explain the differences in engagement throughout the school day?
4. Do you have learners like Ryan and Rachel who are behaviorally disengaged in your classroom? When, where and with whom does this problem behavior occur? How do you react to the problem behavior?

 

Chapter 2

STOP AND REFLECT

1. Using Table 2.2 how would you characterize the tasks in your classroom?

a. Do your learners spend most of their time listening to the teacher?
b. How often do your learners have opportunities to work in small groups?
c. Do learners spend most of their time reproducing knowledge or constructing knowledge?
d. How much time do your learners have to work on assignments in class?
e. What type of feedback do you give learners on assignments?
f. Do your learners have opportunities to share their knowledge with their classmates, the larger community, or with a virtual community?
g. Are your learners given any opportunities to choose assignment topics or how or when they complete an assignment?

STOP AND REFLECT

1. Do you have conflicted relations with any of your learners?
(Identify learners like Ryan or Rachel in your classroom.)
2. What words come to mind when you think of learners with whom you have a conflicted relationship?
3. What might you have done to contribute to these conflicted relationships?
4. How do you feel and react when these learners show signs of disengagement?
5. Are there times when you have reconnected with learners with whom you have had a conflicted relationship? What helped to foster this connection?

STOP AND REFLECT

1. Have any of your learners been actively rejected by their peers?

a. How did you react to their rejection?
b. What words come to mind when you think of these learners?
c. Which risk factors for peer rejection outlined in Table 2.4 did they exhibit?
d. What are some of the triggers that antagonize these learners?

2. How are the triggers that antagonize learners related to ways you organize your class, support learner interaction, or deliver instruction?