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STRENGTHENING STUDENT ENGAGEMENT John Thomas, Jr.: CTE Director/Assistant Principal CHHS Betty Ware: CTE Supervisor Hopewell Public Schools.

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Presentation on theme: "STRENGTHENING STUDENT ENGAGEMENT John Thomas, Jr.: CTE Director/Assistant Principal CHHS Betty Ware: CTE Supervisor Hopewell Public Schools."— Presentation transcript:

1 STRENGTHENING STUDENT ENGAGEMENT John Thomas, Jr.: CTE Director/Assistant Principal CHHS Betty Ware: CTE Supervisor Hopewell Public Schools

2 What is Your Idea of Student Engagement vs. The Students

3 Engagement-Based Learning and Teaching Approach - EBLT  Three domains of student engagement:  Cognitive Domain consists of beliefs and values  Emotional Domain Consists of motivation and feelings  Behavioral Domain Consists of habits and skills With this approach, teachers and parents work together across all three domains to cultivate and support student engagement at the highest level.

4 The Key Elements of How to Implement EBLT  Cultivate one-on-one relationships  Learn new skills and habits  Incorporate systematic strategies  Take responsibility for student engagement practice  Promote a school-wide culture and engagement  Professional development as an important part of increased student engagement

5 Pre-Classroom Conditions  Factors that must be in place before classroom instruction begins:  Learning relationships  Creating the Ideal classroom environment  Rewards and incentives  Guiding principles  Fundamental skills  Habits

6 How Can Teachers Create an Environment where Rigorous and Relevant Learning Takes Place  Create a design for rigorous and relevant learning  Personalize learning  Use active learning strategies  Focus on reading

7 Learning Relationships Taxonomy  Strong positive relationships are critical to the education process.  Think about that one teacher you will never forget and how they impacted your learning experience.

8 Classroom Management vs. Learning-Based Relationships  The teacher’s responsibility for teaching and learning in the classroom often is divided into instruction and classroom management.

9 How to Improve Relationships  Relationships in school always can be improved. Schools can engage in specific practices to improve the quality of those relationships that influence student learning and operation of a school.  Supportive behaviors are ways in which teachers act and interact with students to support learning and good relationships.  Supportive Initiatives are social initiatives that contribute to learning and good relationships.  Supportive structure constitute major organizational changes that contribute to learning and good relationships.

10 Adult & Peer Behaviors Greatly Influence Learning Relationships  Showing respect  “Being there” for students and frequent contact  Active listening  One-on-one communication  Encouraging students to express opinions  Avoiding “put-downs”  Writing encouraging notes  Students praising peers  Celebrating accomplishments

11 Supportive Initiatives Influence Relationships  Social activities to start the year  Team building  Mentoring  Rewards, recognition, incentives  Student advocacy  Advisory programs  Peer mediation  Students as teachers  Character education

12 What Can the School Do? SSchools can also implement major changes to their structures that can make it easier to develop positive learning relationships, such as: SSmall learning communities AAlternative scheduling TTeam teaching TTeam continuity SSchool-base enterprises PProfessional learning communities

13 References


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