Teachers Engage Students in the Learning Process Student engagement can be refereed to as the degree of attention, curiosity, interest, optimism, and passion students show when they are learning or being taught (Strong). Engaged students : 1. Are attracted to their work; 2. Persist in their work despite challenges and obstacles; 3. Take visible delight in accomplishing work. Vantharp.com Golden Rules for Engaging Students in Learning Activities Make It Meaningful Foster a Sense of Competence Provide Autonomy Support Embrace Collaborative Learning Establish Positive Teacher -Student Relationships To ensure that activities are personally meaningful, we can, for example, connect them with students' previous knowledge and experiences, highlighting the value of an assigned activity in personally relevant ways. Be only slightly beyond students' current levels of proficiency. Make students demonstrate understanding throughout the activity. Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity). Welcoming students' opinions and ideas into the flow of the activity. Using informational, non-controlling language with students. Giving students the time they need to understand and absorb an activity by themselves. Modeling how collaboration is done while avoiding homogeneous groups and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group performance. When students form close and caring relationships with their teachers, they are fulfilling their developmental need for a connection with others and a sense of belonging in society (Scales, 1991). Caring about students' social and emotional needs. Displaying positive attitudes and enthusiasm Increasing one-on-one time with students. Treating students fairly. Avoiding deception or promise-breaking. Promote Mastery Orientations Consider various approaches, such as framing success in terms of learning (e.g. criterion-referenced) rather than performing (e.g. obtaining a good grade). You can also place the emphasis on individual progress by reducing social comparison (e.g. making grades private) and recognizing student improvement and effort. (Pino-James)
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