Student Engagement Unit 4 Activity 1

Chapter 7

STOP AND REFLECT

 

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 students who are beginning to show signs of disengagement in the classroom. How are they similar? How are they different?
3. Use questions in to help diagnose why these students are disengaged.
What other professionals need to be part of this diagnosis?



 

STOP, REFLECT AND TRY

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
disengagement?

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 m 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?

 

STOP AND REFLECT

1. Do you have students 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 students who are having academic difficulties? Which aspects could you incorporate m your instruction to improve students' success?

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

 

STOP AND REFLECT

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

a. What does this student 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 student, who would you feel relieved to have removed? Why? What could you do to improve relationships with this student?


 

STOP AND REFLECT

 

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

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

3- How have you held or worked against holding differential expectations for students 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 students.
Have a colleague observe your class to note whether you treat students 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 students? Which are available for some students? Which qualities do you plan to incorporate more in your teaching?