Engagement and Motivation Through an SEL Lens

Engagement can include behavioral, emotional, and cognitive. The brain is soothed by sameness and engaged by novelty; we need to engage students in a way that is socially and emotionally healthy. For example, classroom games:Competition and individualistic activities drive some, but shuts others downTimed games can cause anxiousnessLosing can cause dysregulationBinary grouping methods that might involve student identitiesStudent driven is even more effective than teacher drivenVoice, choice, efficacy, peer-to-peer interactionAppropriate level of challengeReal-world problem solvingCommunity involvementContent and activities that provide cultural mirrors and windowsGoal setting and progress trackingStudent roles and responsibilitiesMotivationBrain’s motivation system develops over timeMost impacted by intrinsic rewards with positive feedbackIn adolescence especially, social context and acceptance is a factorDisengaged or undesired behaviors?Teachers are trained to notice when students are disengaged; students can be engaged while exhibiting “undesired” behaviors. Sometimes the need is executive functioning or regulation:Students who need movement might still be paying attentionAsking questions or blurting could be a distraction, but shows that learners are engagedComing to class without the materials can be interpreted as not caringWithdrawn, shut down, or crumpling up papers communicates frustration but can be read as disrespectfulDifficulty transitioningUltimately, we want systems that support students, rather than asking students to regulate in environments that are not set up with their needs in mind.Be careful in how we characterize studentsAsset/strength-based mindset and language, not deficit A variety of processing timesIn the references, see the handout, Safeguarding Inclusive and Respectful Communication: StudentsDisengaged or unmotivated adults?In everyday life, adults might needA quick check-in on our phonesSidebar conversation with a colleague during training or meetingStanding up, moving, or going to the bathroom without asking permissionCan we treat kids like people too?StrategiesIncrease intrinsic rewards with a focus on constructive feedback and coachingBuild in student reflection timeSet goals and track progressEncourage student voice and empowermentPlan for engagementRemember, engagement looks different for different individualsStart with an environment where students feel safe, settled, known; this is foundational to engagement.ReferencesLogan, R. (2020). Safeguarding Inclusive and Respectful Communication: Students. Staples, MN; Sourcewell.Lortie, D. C. (2007). Schoolteacher a sociological study (2nd ed.). University of Chicago Press.Muhammad, A. (2018). Transforming School culture how to Overcome Staff Division. Solution Tree Press.National Scientific Council on the Developing Child. (2018). Understanding Motivation: Building the Brain Architecture That Supports Learning, Health, and Community Participation: Working Paper No. 14. Retrieved from www.developingchild.harvard.eduToth, M. D. (2021, March 21). Why Student Engagement is Important in a Post-COVID World – and 5 Strategies to Improve It [web log]. Retrieved June 16, 2022, from https://www.learningsciences.com/blog/why-is-student-engagement-important/. Ed Soul Podcast Credit | SourcewellFind more educational resources by topic at https://www.mn.sourcewell.org/education/podcast Learn more about upcoming trainings and events for educators at www.mn.sourcewell.org/education