Welche häufigen Missverständnisse über das Engagement von Schülern haben Lehrer, und wie können sie korrigiert werden?

Some students are very motivated to pass exams and will highlight notes and regurgitate information that they will later forget after the exam. The information had not been connected to real-life experiences therefore, after the exam, it is expendable by short term memory. If a student is engaged in a learning experience, the learning outcomes can be valued in long term memory. Real learning happens when they can relate the topics to the real world and when they have had to plan design and implement actual projects or experiments. An easy way to do this with limited extra planning is to connect learning to the SDGs. Open a dialogue to highlight how the data or topic connects to the real world at the same time inspiring sustainability.

Motivation and engagement are distinct concepts in education, often erroneously considered synonymous. While motivation pertains to reasons for learning, engagement involves the depth of student involvement and interest in the learning process. Teachers must comprehend various motivation types, intrinsic and extrinsic, and design experiences that concurrently stimulate motivation and foster engagement.

Engagement is often wrongly perceived as uniform across all students, neglecting its dynamic and context-dependent nature. Student engagement varies based on individual preferences, strengths, and goals, as well as the nature of tasks and learning environments. Recognizing this diversity is crucial, and educators should employ a range of assessment methods, including observations, surveys, interviews, portfolios, and self-reports, to accurately gauge and enhance student engagement.

Contrary to a common belief, engagement is not always synonymous with positive emotions or success; it can encompass both positive and negative experiences. Students may face challenges that lead to stress or engage in tasks that induce boredom. To address this misconception, teachers must balance the difficulty of tasks, monitor students' emotional responses, and foster the development of self-regulation and coping skills to navigate varied engagement experiences effectively.

Dispelling the misconception that engagement lies solely in the hands of students, it's essential to recognize it as a joint responsibility shared with teachers. The quality of the teacher-student relationship, classroom atmosphere, and instructional methods significantly influence engagement levels. By adopting student-centered and responsive teaching approaches, and cultivating a supportive learning environment, teachers play a pivotal role in enhancing student engagement and fostering a more inclusive and participative educational experience.

Often, it is necessary for educators to reflect on their role in developing student engagement. Some strategies for sky high engagement include: Active Learning Techniques: Encourage participation through activities like group discussions, debates, problem-solving exercises, role-playing, or hands-on experiments. Technology Integration: Utilize educational technology to make learning interactive and appealing. This can include educational apps, interactive whiteboards, online quizzes, or even virtual field trips that can make lessons more engaging and immersive. Personalized Learning: Tailor lessons to students' interests and abilities. When they see relevance or a connection to their lives, they're more likely to engage.

Contrary to the belief that engagement is an inherent trait, it is a dynamic and changeable aspect of a student's experience. Engagement can evolve over time, vary across subjects or tasks, and respond to interventions and support. By embracing a growth mindset and adopting a formative assessment perspective, teachers can recognize the developmental nature of engagement, providing continuous opportunities for students to enhance their involvement and learning in diverse contexts.

I feel that assumptions are sometimes made about students as well. Assumptions can be formed when educators do not take the time to understand the individual stories and backgrounds of students. For every student in a classroom, there are that many unique learners in that classroom. There is no one model; education should be fluid so that nobody is left behind.