Students Have Voices
Listen As They Speak…
Thomasina Burrows, LPC
Course Objective
To identify strategies that increase student
engagement, and support student learning
Engagement
Engagement refers to the behavioral
intensity and emotional quality of a
person’s active involvement during a task
.
Connell, 1990; Connell & Wellborn,1991; Fiedler, 1975; Koenigs, Fiedler, & deCharms, 1977; Wellborn, 1991)
Student Engagement
Student Engagement refers to the
behavioral intensity and emotional quality
of a Student’s active involvement during
the educational process
.
Connell, 1990; Connell & Wellborn,1991; Fiedler, 1975; Koenigs, Fiedler, & deCharms, 1977; Wellborn, 1991)
Educator
It’s Not What You Say
It’s What You Communicate
Do You Know Who I Am?
• https://www.youtube.com/watch?v=fXRZc
JI9yx8
What Just Happen?
What is Your Body Language Saying?
• 7% Verbal (Conveyed through words)
• 38% Vocal (intonation, pitch, pauses, etc.)
• 55% Non-Verbal (body language)
What is the Teacher’s Role in
Student Engagement?
To actively engaged ALL students while providing
assistance, feedback, and, clarification
Factors That Impede Engaged Learning Time
•
•
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Inefficient classroom management
Time spent maintaining discipline
Ineffective instructional techniques
Inappropriate curriculum
A summary of research communicated that
only 38% of available learning time was
actually utilized for engaged learning
(Aronson, Zimmerman, & Carlos, 1999).
New Way of Thinking
From: “What’s wrong with this child?”
To:
“What supports does this child
need to be successful?”
Instruction
Curriculum
Environment
Learner
What is Curriculum?
Definitions:
– Latin roots meaning “race course,” the set of
experiences that matures children into adults
– a set of courses and their content, offered at a
school or university (www.dictionary.com)
Academic Curriculum
Behavioral Curriculum
Behavior Curriculum
Effective on-going student engagement
CANNOT take place where rules and
procedures have NOT been established.
Classroom Behavior Support Plan
A) Vision Statement
B) Classroom Rules
C) Procedures and Routines
D) Positive and Negative Consequences
E) Behavior Crisis Plan
F) Medical Crisis Plan
Checklist for Rules
Clearly stated and observable
Positively stated (when appropriate)
Posted and referred to frequently
Aligned with school wide expectations
Taught explicitly
Consistently enforced
Clarified during the first 2 weeks of school
Joseph W. Grier Academy
PBIS Schoolwide Behavior Matrix
Students will:
Playground
Hallways
Be
Respectful
*Use appropriate
language
*Line up when signal is
given
*Follow the playground
rules
Be
Responsible
*Play safe
*Wear name tags at all
*Use equipment
times
properly
*Carry a hall pass
*Problem solve conflicts *Walk in straight lines
*Include others
on the blue line
Be Trustworthy
*Ask for adult
permission to enter
building
*Stay in designated
areas
Cafeteria
*No talking
*Follow adult
*Keep hands, feet, and
directions at all
other objects to
times
yourself
*Keep hands, feet,
*Follow all adult
and other objects
directions
to yourself
*Refrain from touching
*No talking in
bulletin boards/displays entrance, exit, and
serving lines
*Walk quietly at all
times
*Go directly to and from
your destination
Bathroom
Bus
Assemblies
Classrooms
*Wash hands
* Listen to
with soap and
the bus
water
driver
*Keep the water in * Follow the
the sink
bus rules
*Keep hands,
feet, and
other
objects to
yourself
* Use
appropriate
language
*Refrain from
talking when
the presenter is
speaking
*Keep hands, feet,
and other objects
to yourself
*Stay seated
*Raise your hand
and wait to be
recognized
*One speaker at a
time
*Use polite language
*Use polite voices
*Follow directions
the first time they
are given
*Keep your area
clean
*Get all food and
utensils while in
serving line
*Clean up after
yourself
*Use appropriate
language and
quiet voices
*Put paper
towels in the
trash can
* Do not litter
on the bus
* Stay in your
seat at all
times
*Enter and exit
in a quiet
manner
*Remain with
your class
*Students will
wait patiently
for the
program to begin
*Complete all
assignments
*Be prepared for class
* Do your best work
* Keep hands, feet,
and other objects to
yourself
*Once seated, sit
quietly for the first
ten minutes
*Carry a hall pass
*Return to class
promptly
*Keep restroom
clean
* Tell the bus
driver the
truth at all
times
*Raise your hand
and wait to be
recognized
*Take turns while
asking questions
*Handle school
materials with care
*Use your own
materials unless you
permission from
others
Amazing Argument (Jeff Bliss)
• https://www.youtube.com/watch?v=uj5z3d
hTpVw
What Just Happen?
Turn and Talk
• What is Jeff Bliss saying to “ALL”
educators?
• How do we help Jeff’s teacher?
• With your partner develop one plan of
action for Jeff’s teacher to share with the
group
This is Not An Option!
“Tell me and I forget. Teach me and I remember.
Involve me and I learn.”
Benjamin Franklin
Why is Effective Student Engagement
So Important?
Motivated students…
• Are less likely to disrupt
• Earn higher grades
• Feel more confident about learning
• Are willing to accept challenges
• Retain information longer
• “Are more likely to become life long learners”
(Brewster, 2000)
As Educators Let’s Make it Relevant!
Components of Student Engagement
• You want to create a positive learning
environment for “ALL” students
• Using positive interactions helps to
develop healthy relationships with
students
• Being sensitive to cultural dynamics and
how it impacts the classroom environment
How Do We Engage “ALL” Learners?
• The first day sets the tone for the rest of
the year
• Know your students learning styles
• Involve everyone
• Use positive interactions to develop
healthy relationships with students
• Become aware of the cultural dynamics
within your classroom environment
• Create a positive learning environment
for ALL students
Engaging Activities and Assignments
• Emphasize problem-based learning
• Permit student choice and initiative
• Encourage depth rather than breadth
• Require student thinking (apply, analyze, evaluate,
create)
• Offer multiple levels of challenge
• Designed to be relevant and authentic
7 Principles of Effective Instruction
Robyn Jackson
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•
•
•
•
•
•
Principle One: Start where your students are
Principle Two: Know where they are going
Principle Three: Expect to get them there
Principle Four: Explain to them how they will get there
Principle Five: Measure progress and give feedback
Principle Six: Take the quickest, most direct route
Principle Seven: Never work harder than your students
Reflection Questions for All Educator
Do I ?
• Help all students feel respected and
connected to each other?
• Offer culturally relevant learning
experiences?
• Offer meaningful choices to students as
they learn?
• Challenge a broad range of students?
• Help students know that they are
becoming effective learners?
How Involved are You?
How Involved are You?
Use Your Magic!
Make the students the center of your
classroom
Smile at your students
Greet your students when they walk into the
classroom
Overlook what you can
Establish procedures and routines early
Laugh at yourself
Eliminate personal habits that may annoy
kids
Use multiple modes of learning
Talk less than your students
Effective on-going student engagement CANNOT
take place without proper planning.
What the data Says…
• Teachers interact differently with high-achieving and lowachieving students.
– Low-achieving students experience fewer interactions, and less
supportive ones, than their high-achieving peers (Baker, 1999).
– Low-achieving students stand to benefit the most from caring and
supportive relationships with their teachers (Hamre & Pianta 2005).
• Teacher-student relationships were found to be an important
factor in the achievement of various “at risk” groups (Hamre &
Pianta, 2005)
Too Important To Fail
http://video.pbs.org/video/2114374645/
Think of a Teacher
Think of a teacher you had a good relationship.
Think of a teacher who challenged you
academically.
Were they the same teacher?
Many Classrooms in America…
Students Have Voices…
Listen As They Speak!
• https://www.youtube.com/watch?v=hNixfQ
qjLwE
Reference
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Aronson, Zimmerman, & Carlos, (1999).
Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior,
relationship, quality, and student satisfaction with school. The Elementary School Journal, 100(1),
57-70.
Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task
to homework. Northwestern Regional Education Laboratory.
Connell, 1990; Connell & Wellborn,1991; Fiedler, 1975; Koenigs, Fiedler, & deCharms,
1977; Wellborn, 1991).
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade
classroom make a
difference for children at risk of school failure? Child Development, 76(5), 949-967.
Jackson, Robyn (2011), Never Work Harder Than Your Students
Mehrabian, Albert (1972). Nonverbal Communication.