I interviewed Ms. Johnson (pseudonym). She is the team teacher for Math and Science for my home classroom. Therefore, I feel as if she was the perfect candidate, as she knows my inquiry students as well as my collaborating teacher does. Additionally, I admire her teaching philosophy and style, and therefore value her advice and opinions.
The questions I asked were:
1) What can you say about the engagement levels of Billy, Anthony and Marla?
2) Do you think that these engagement levels are linked to academic level? (below, on, above)?
3) When is Billy engaged and disengaged, and what does he do when he is engaged and disengaged?
4) When is Anthony engaged and disengaged, and what does he do when he is engaged and disengaged?
5) When is Marla engaged and disengaged, and what does she do when she is engaged and disengaged?
6) What methods do you have to keep these students engaged (of all levels)?
7) How do you determine/assess that these methods are working? Do you collect evidence of any sort?
8) Do you have any other advice/comments about engagement for these students?
The interview gave me valuable information and ideas. She confirmed a lot of what I already thought, such as the lower learner can be disengaged because he does not understand, the on level learner has average engagement, and the above level learner can either be very engaged, or disengaged because he is bored or unchallenged. I learned more about how to identify when my focus students are engaged and disengaged, including body language and movements. She also gave me an idea of "proximity control", which is something I would not have thought of before to keep a student engaged. I believe that this applies particularly to the lower level student . This links to an idea that I would like to implement. Furthermore, I plan on giving jobs to students who seem disengaged, such as door opener or paper passer. This would also aid with kinesthetics. After I implement these strategies, I need to collect evidence of their effectiveness. This may include participation rate (number of times hand is raised), or the amount of fiddling, or movements that indicate disengagement. (If these methods fail)
Field Notes:
Transcript:
The questions I asked were:
1) What can you say about the engagement levels of Billy, Anthony and Marla?
2) Do you think that these engagement levels are linked to academic level? (below, on, above)?
3) When is Billy engaged and disengaged, and what does he do when he is engaged and disengaged?
4) When is Anthony engaged and disengaged, and what does he do when he is engaged and disengaged?
5) When is Marla engaged and disengaged, and what does she do when she is engaged and disengaged?
6) What methods do you have to keep these students engaged (of all levels)?
7) How do you determine/assess that these methods are working? Do you collect evidence of any sort?
8) Do you have any other advice/comments about engagement for these students?
The interview gave me valuable information and ideas. She confirmed a lot of what I already thought, such as the lower learner can be disengaged because he does not understand, the on level learner has average engagement, and the above level learner can either be very engaged, or disengaged because he is bored or unchallenged. I learned more about how to identify when my focus students are engaged and disengaged, including body language and movements. She also gave me an idea of "proximity control", which is something I would not have thought of before to keep a student engaged. I believe that this applies particularly to the lower level student . This links to an idea that I would like to implement. Furthermore, I plan on giving jobs to students who seem disengaged, such as door opener or paper passer. This would also aid with kinesthetics. After I implement these strategies, I need to collect evidence of their effectiveness. This may include participation rate (number of times hand is raised), or the amount of fiddling, or movements that indicate disengagement. (If these methods fail)
Field Notes:
Transcript:
- Billy has a low engagement level. He requires hands on activities, visuals . Marla’s engagement in medium depending on what we are talking about. Anthony has high engagement.
- Yes. I think they are directly correlated.
- When Billy is engaged he is smiling, sitting up straight, raising hand. Disengaged- playing with fingers, picking nose and bothering people around him.
- Marla is very eager to share when she is engaged, and wants to help others and do her work to the best of her ability. When she is disengaged, she asks a lot of questions because she is not listening. She is forgetful and unsure of herself.
- Anthony is always engaged except for when work is too easy or if he is bored.
- Hands on activities, visuals, group work, direct reminders. Proximity control. Saying his name, eye contact. “The Teacher look”. I would give specific jobs to get them movement. For example, Billy, I would give him doors to open etc.
- Anecdotal notes and scores on assessments.
- Yes .I have some insight. Always give them choice, for the most part let them – the teacher needs to be equally excited about the teaching. Kids need kinesthetic movement.