Mindset - The Engagement Mindset
Assessment - First impressions are everything. At least that is what we are told when we are growing up. During a first meeting with a student, as a teacher I am analyzing their language, how they speak to their parents, how they are walking, what they are wearing, if they can sit still, follow directions, and many more. All of these things I take into consideration and I make a decision in my head, based on those items, if I think the student is going to be successful or if they are going to have a difficult time. As a teacher sometimes those thoughts are pre-placed by past teachers comments when they find out you have a past student of theirs. I have come to the realization that my opinion on the student and parent is usually very different from their past teachers. Many students have proved my predictions wrong about their abilities, when they are participating in class. As a teacher I do think it is expected for us to quickly analyze a student, and give immediate feedback. I also think great teachers' perspectives on student achievement should be that all students can achieve something great, but it is how we as teachers help them find that goal. I am ashamed to point out that my internal thoughts sometimes come across externally. Students can tell through my questioning, body language, and facial expressions that I am disappointed or confused by their responses. For my students in poverty, my behavior impacts their confidence and it also affects the relationship between teachers and students. It is crucial for teachers to stay neutral and excited for all students to join their class. Once a student is evaluated or the teacher has evidence of abilities, should the teacher then approach the parent and student to seek enhanced support. All students are different, and learn differently. Based on student experiences they will each approach their learning differently. Emotionally students in poverty go through high anxiety, these emotions may cause them to not approach their assignment with gusto, they have more pressing things to think about, like what will be for dinner. Experiences heavily influence how students approach their learning. If students have many positive experiences, in particular with education, they will more likely thrive. I frequently have to remind myself how old my students are, and how their home life may impact their learning. I work very hard to ensure I am asking purposeful questions during lessons, always circulating back to the why. Giving students the opportunity to approach assignments differently that align with their learning styles, and giving them choice, helps students think critically and be excited about their learning. When I teach, I always present multiple strategies on how to study, or approach a math problem for example. Students then get to choose what strategy works best for them to get the correct answer. I also present students with multiple strategies on how to control their emotions. If students are not emotionally ready for the school day, the day will be wasted.
Daily Reflection -
Take Away 1: High levels of engagement helps students manage their stress, allows the school day to run smoothly, and keeps students on their toes for the next task.
Take Away 2: I have used many of the arousal strategies to maintain alertness, without knowing they were heightening my students' engagement through movement. I will be trying the ownership strategy next, I love how it is a small, but impactful way students can own their learning.
Take Away 3: “If you don’t play the game you will never lose” I see this consistently through education, where students do not even try because they are afraid to fail. They give up instantly, because they are not interested in the subject and have learned through chronic stress, helplessness.
Implement -
Today my co-teacher was absent, and I taught the main lesson for the week. This lesson is what we call “copycat”. Students have to copy my drawings and writing. These lessons are very boring, and I often find students talking out of turn, and constantly fidgeting. Today I tried to implement as much movement as I could when teaching the lesson. When the lesson started, I told the students to put their marker holder caps on the bottom of their tray, and then give me a thumb in the air when the task was completed. Every student participated and was quiet. I told them this was a signal to show me they are ready for the next task. I then asked students to write their name at the top corner of their paper. Once their name was written they had to stand up. Once all the students were standing, I said “once, two three clap!” This signaled my students to clap once. All students then sat down to get started. Throughout the lesson students held up markers, made sure their markers had ‘magic’ and made funny noises “beep, beep, beep, la, la, la,” to see if their marker was ready to draw or write. The level of engagement was so high, it was the first time, no one interrupted a lesson! At the end of the lesson students held up their paper in the air, I collected them, then told students to stand up, put their hands in the air, wave them around like they just don't care, and give themselves a pat on the back. Afterwards they were all excited to sit on the rug for the next activity for the day. This high level of engagement, set up the class for a day long of continual longing of engagement and excellent listening skills. I was shocked to see how well these strategies worked. Most of them I made up on the spot. I have learned that even the smallest implementation of movement/engagement needs to be consistent and it will work to help run your classroom and it gives your students a longing to stay on task.
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