Student 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 student engagement in your classroom?
2. What do you think of when you think of engaged and disengaged students? (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 students 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 student?
3. Do you have students who you don't know if or how they are engaged? How do you interact with these students?

STOP AND REFLECT

1. What is your engagement goal for your classroom? Do you want to increase the percentage of students engaged, the time students are engaged, or the contexts in which students are engaged?
2. In what activities are students typically most engaged m your classroom? Why do you think these activities are engaging? When does students' attention waver? What do you believe triggers the disengagement?
3. At what times of the day are students most engaged? Least engaged? How do you explain the differences m engagement throughout the school day?
4. Do you have students 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 students spend most of their time listening to the teacher?
b. How often do your students have opportunities to work in small groups?

c. Do students spend most of their time reproducing knowledge or constructing knowledge?
d. How much time do your students have to work on assignments in class?
e. What type of feedback do you gIve students on assignments?
f. Do your students have opportunities to share their knowledge with their classmates, the larger community, or with a virtual community?
g. Are your students 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 students?
(Identify students like Ryan or Rachel in your classroom.)

2. What words come to mind when you think of students 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 students show signs of disengagement?

5. Are there times when you have reconnected with students with whom you have had a conflicted relationship? What helped to foster this connection?

STOP AND REFLECT

1. Have any of your students 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 students?
c. Which risk factors for peer rein outlined in Table 2.4 did they exhibit?

d. What are some of the triggers that an antagonize these students?

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