Student engagement and learning

PLG : ENHANCING LEARNING

Focus:

Positive teacher behavior management strategies to Improve student engagement.

Focus:

• Types of non verbal behavior strategies for teachers.
• Types of behavior that enhance learning

Initial Hunch: 

Positive behavior management strategies will improve student engagement, which will improve behavior.

Our developed hunch:

By implementing positive behavior management strategies rooted in genuineness, empathy, and unconditional positive regard (as explained by Carl Rogers), we anticipate fostering a classroom climate where students feel valued and understood. This increased sense of belonging and safety will, in turn, enhance their intrinsic motivation and engagement in learning, ultimately leading to improved prosocial behavior and a reduction in disruptive actions.

Collaborative Inquiry and Reflection:

• Action: Through our PLC, we will engage in ongoing cycles of action research:

• Planning: Collaboratively planning specific actions to implement in our classrooms based on our learning.

• Acting: Implementing these actions consistently.

• Observing: Systematically observing the impact of these actions on student engagement and behaviour (potentially using observation protocols or tracking specific data points).

• Reflecting: Regularly meeting to share our observations, discuss what is working and what isn't, and collaboratively adjust our strategies. We will revisit our initial questionnaire data and potentially conduct follow-up surveys to gauge changes in teacher and student perceptions.

• Difference We Aim to Make: This iterative process of action research will allow us to continuously learn and adapt our practices based on evidence from our own classrooms. This ensures that our changes are relevant and effective in our specific context, leading to more sustainable and meaningful improvements (The Education Hub, 2023 highlights the importance of inquiry in effective PLCs).

Making Enough of a Difference:

By focusing on these interconnected areas through a learner-centred lens and a commitment to action research, we aim to move beyond surface-level changes. We want to cultivate a fundamental shift in our classroom cultures, where students feel genuinely valued, understood, and empowered. This deeper, more humanistic approach, informed by Rogers' principles and evidence-based practices, has the potential to create a more significant and lasting positive impact on student engagement, behavior, and ultimately, their learning outcomes. Our consistent collaboration and data-driven reflection will be crucial in ensuring we are indeed making "enough of a difference."