1. Engagement in Classes
Part Two

2. Author and Educational Consultant archerteach@aol.com
Anita L. Archer, Ph.D.
Author and Educational Consultant

3. What does engagement look like?
on- task
attending in the lesson
participating in discussions
exerting effort
persistent
asking questions
seeking assistance
solving challenging problems

4. What does engagement look like?
positive affect
positive attitude
curious
interested
absorbed in task
(Boykin & Noguera, 2011)

5. What does disengagement look like?
Avoidance strategies
procrastinating
not trying
looking for excuses not to study
avoiding help
guessing
not asking questions
choosing only to do familiar tasks
Turner et al, 2002

6. Why is engagement important?
Related to favorable outcomes including increased achievement.
(Borman & Overman, 2004; Tucker et al, 2002; Wenglinsky, 2004)

7. Engagement
Active Participation - Student actively participates during the class.
Self - Efficacy - Student confident that he/she will be successful on a task.
Growth Mindset - Student believes that achievement is a product of learning and effort.
Teacher-Student Relationship Quality - The quality of the relationship between teacher and student is high.
Teacher Expectations - The teacher conveys an expectation that the student can learn and achieve.

8. Self - efficacy What is it?
the conviction that
one can successfully execute a behavior
required to produce a desired outcome
(Bandura, 1977, 1994)

9. Self-Efficacy What is it?
Perceived probability of success
Confidence that I can accomplish the task at hand.
Domain specific. (Pajares, 2003)

10. Self-Efficacy Why is critical?
Self - efficacy exerts a powerful influence on academic performance.
Self - efficacy is related to engagement and academic outcomes.
(Fast et al, 2010; Williams & Williams, 2010; Schultz, 1993; Stevens, Olivarez, & Hammon, 2006; Schunk, 2003)

11. Self-Efficacy Why is critical?
If self-efficacy is high, students
approach difficult tasks as challenges
sustain effort in face of failure
(Bandura, 1994)

12. Self-Efficacy Why is critical?
If self-efficacy is low, students
shy away from difficult tasks
lower aspirations
when faced with a difficult task
give up quickly
dwell on obstacles that they might face
(Bandura, 1994)

13. Self-Efficacy How is it developed?
Past Performance -
Performing a task well that requires sustained effort builds high self
efficacy.
Success begets Success.
Observational Learning -
Observing others perform a task with confidence influences ones
self-efficacy.
Social Persuasion -
Encouragement by others who believe that your own efforts can be
successful.

14. Self-Efficacy What can teachers do to increase self-efficacy?
To increase self efficacy, teachers could...

15. Mindset What is it? What people believe about personal attributes
Such as personality, competence (in music, sports, academics, relationships, career, etc.), intelligence

16. Mindset What are mindsets
Mindset What are mindsets? (Dweck & Leggett, 1988; Molden & Dweck, 2006; Dweck, 2006)
Fixed Mindset
Growth Mindset
- Attributes are inherent
- Attributes are products of effort, learning, achievement
- Fixed
- Malleable
- Unchangeable
- Open to change
- Not under your control
- Self improvement under your control

17. Mindset Why critical? Fixed Mindset
Preoccupied with preserving self-respect rather than trying to improve performance
When faced with a difficult task,
less likely to persist on a task
lowers goals/sights

18. Mindset Why critical? Growth Mindset Persists on a task.
Believes that personal effort, learning, working toward a goal related to achievement.
When faced with a difficult task
redoubles efforts
profits from mistakes
less anxious in new learning experiences

19. Mindset Feedback can alter mindset
Fixed mindset
Ability praise. “You must be very smart at these problems.”
Growth mindset
Effort praise. “You must have worked hard on these problems.”

20. Growth Mindset
Teachers can promote a “growth mindset” by..

21. Teacher-Student Relationship Quality What is it?
Teacher displays:
interest
warmth
empathy
encouragement
support
optimism
Teacher perceived as:
fair
genuine

22. Teacher-Student Relationship Quality Why is it critical?
Teacher-Student Relationship Quality is related to student engagement and subsequent achievement.
(Sutherland & Oswald, 2005)

23. Teacher-Student Relationship Quality Why is it critical?
Teacher-Student Relationship - Effect Size .72
(Hattie, 2009, 2011)

24. Teacher-Student Relationship Quality How?
(See
“Strive for a High Ratio of Positive Interactions with Students (Sprick, Borgmeier, & Nolet, 2002).
A general, proactive rule of thumb to promote positive teacher-student relationships is for instructors to maintain a ratio of at least three positive interactions with any student for every negative (disciplinary) interaction that they have that student. interactions, the teacher maintains a polite, respectful tone.”
Remember: three positive to one negative 

25. Teacher-Student Relationship Quality How?
“Commit to a Short Series of Positive ‘Micro-Conversations’ (Mendler, 2000). The teacher selects a student with whom that instructor wants to build a more positive relationship. The instructor makes a commitment to spend 2 minutes per day for ten consecutive days engaging the student in a positive conversation about topics of interest to that student. NOTE: During those two-minute daily conversations, the teacher maintains a positive tone and avoids talking about the student’s problem behaviors or poor academic performance.”

26. Teacher-Student Relationship Quality How?
“Emphasize the Positive in Teacher Requests (Braithwaite, 2001). The teacher avoids using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment") when making a request of a student. Instead, the teacher request is stated in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat"). When a request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance.”

27. Teacher-Student Relationships
There are a number of things that I can do to build positive teacher-student relationships. First, I can... Next, I can... In addition, it would be useful for me to... Finally, I am going to intentionally ...

28. Teacher Expectations What are they?
What the teacher expects of individual students or groups of students.
Teacher expectations differ across students.
(Good, 1987; Ferguson, 1995)

29. Teacher Expectations How are different expectations communicated?
Calling on students
- Calling on high expectation students more often.
- Calling on low expectation students seldom
Praise
- Praise high expectation students more.
- Criticize low expectation students more.

30. Teacher Expectations How do expectations differ across students?
Response to questions
- Provide longer responses to questions posed by higher expectation students
Thinking time
- Give more thinking time to high expectation students

31. Teacher Expectations How do expectations differ across students?
Response to incorrect answers
Guide high expectation students to answer.
Give answers to low expectation students.

32. Teacher Expectations
To enhance equality and high expectations for all students, teachers can...