Learner Engagement Unit 4 Activity 1

Chapter 7


1. What do you think are the biggest causes of disengagement? Do your responses emphasize characteristics of the individual child? Do you also consider contextual factors? 2. Use table 7.2 to identify learners who are beginning to show signs of disengagement in the classroom. How are they similar? How are they different?
3. Use questions to help diagnose why these learners are disengaged.
What other professionals need to be part of this diagnosis?


1. What are your attitudes and expectations regarding boys' behavior? How does this differ from your expectations for girls?
2. Do you see boys' energy as an asset for learning? Why or why not? How can you increase their opportunities for active learning during the day?
3. Do you have boys in your class who are beginning to show signs of
4. Using Table 7.5, evaluate the extent to which your instruction supports the needs of these boys.
5. What changes could you make to better meet the needs of the boys in your classroom?
6. Incorporate one of the recommendations in Table 7.5 for a boy who is showing signs of disengagement. How does he respond?



1. Do you have learners who are disengaged because they are having academic difficulties? What are they like in terms of their behavior, emotions, and cognitive strategies? Which aspects of the curriculum do they struggle with?

2. Which aspects of Table 7.6 do you currently use with learners who are having academic difficulties? Which aspects could you incorporate in your instruction to improve learners' success?

3. Incorporate one of the strategies from table 7.6 for a learner having academic difficulties. How did he or she respond? Why did you choose this strategy for this particular learner? What will you do next?



1. Identify learners in your class (or in former classes) who have a history of behavioral problems. For each learner address the following questions:

a. What does this learner get out of the behavioral problem?

b. When, where, and how often do these behaviors occur?

c. What could I do (have done) differently that would make this behavior less likely to occur?

2. If your class could be reduced by one learner, who would you feel relieved to have removed? Why? What could you do to improve relationships with this learner?



1. In your teaching experience, have you had any obstacles when developing relationships with particular groups of learners?

2. How have your cultural values shaped your relationships with learners of different groups?

3. How have you held or worked against holding differential expectations for learners based on demographic characteristics (e.g., income level, gender, race, ethnicity) or ability?

4. Use Table 7.7 to evaluate how you communicate your expectations to learners.
Have a colleague observe your class to note whether you treat learners differently based on factors such as race, gender, socioeconomic status, or ability.
5. Use Table 7.8 to evaluate your teaching style. Which qualities do you currently possess? Which of these are available for all learners? Which are available for some learners? Which qualities do you plan to incorporate more in your teaching?