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Engaging students and families

Building Healthy Relationships. Engaging students and families. To examine the contextual challenge that prohibit some at-risk youth investment in education. To develop skills to engage all students. To identify and demonstrate the ability to identify at-risk youth strengths.

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Engaging students and families

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  1. Building Healthy Relationships Engaging students and families

  2. To examine the contextual challenge that prohibit some at-risk youth investment in education. • To develop skills to engage all students. • To identify and demonstrate the ability to identify at-risk youth strengths. • To examine personal bias that may prevent youth engagement Learning Outcomes

  3. I hear, and I forget; I see, and I remember; I do, and I understand. - Confucious

  4. “School connectedness refers to the belief by students that adults in the school care about their learning and about them as individuals.” • Blum & Libbey (2004) What is school engagement?

  5. Defining the types of engagement

  6. There are 3 types of engagement • Cognitive (Operational and Adaptive) • Behavioral (Operational and Adaptive) • Emotional (Adaptive) • Multiple levels of engagement • disengaged • transient • engaged • invested Engagement

  7. Defined as: • Draws on the idea of investment; it incorporates thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult tasks. • Measured by: • Investment in learning, flexible problem solving, independent work styles, coping with perceived failure, preference for challenge and independent mastery, commitment to understanding the work. Values/Beliefs/Skill Development Cognitive Engagement

  8. Defined as: • Participation; it includes involvement in academic and social or extracurricular activities and is considered crucial for achieving positive outcomes and preventing dropping out. • Measured by: • Conduct, work involvement, participation, persistence Action, Habits, and Routine Behavioral Engagement

  9. Defined as: • Encompasses positive and negative reactions to teachers, classmates, academics, and is presumed to create ties to an institution and influences willingness to do the work. • Measured as: • Self reported related to feelings of frustration, boredom, interest, anger, satisfaction; student-teacher relations, work orientation Feelings/Motivation Emotional Engagement

  10. Which of the three types of engagement do we often miss particularly with low performing, proficient, and advanced students?

  11. Cycle of Engagement

  12. Can we teach motivation? • How do we currently make the current school environment engaging? Take five minutes to discuss with your partner these two questions?

  13. Engaging our students Four engagement types

  14. Disengaged Transient Engaged Invested Four types of engagement

  15. Students who do not come to school Students who find ways to get out of school No significant relationships with school staff Disengaged

  16. Little participation in extracurricular activities Very little to any volunteer participation May have surface level relationships with staff few if any are significant Transient

  17. Participate in some extracurricular activities May volunteer for school activities Have engaged relationships with staff Engaged

  18. Participation in extracurricular activities frequent Volunteers for school activities Has invested relationships with school staff Invested

  19. “Loneliness causes us to apply these defensive perceptions to situation that are neutral or benign. The negative expectations then have a way of becoming self-fulfilling prophecies”. • “When we feel connected we are generally less agitated and less stressed than when we feel lonely. In general, feeling connected also lowers feelings of hostility and depression”. • From the book- Loneliness: Human Nature and the Need for Social Connection. Impacts of Social Exclusion

  20. Fig. 1. (A) Increased activity in anterior cingulate cortex (ACC) during exclusion relative to inclusion. N I Eisenberger et al. Science 2003;302:290-292 Published by AAAS

  21. “To engage or not to engage. That is the question” Impacts of engagement • Improved attendance • Improved discipline • Improved academic performance • Improve climate • Improved culture Impacts of disengagement • Isolation • Characterization • Separation

  22. “Tell me more about that.” • “What do you mean when you say…” • “What else…” • “How do you know…” • “Why is it important to…” • “What does that remind you of?” • “In other words…” • “What do you think…..” • “How would you…..” Engagement statements

  23. DO NOT LOOK AT YOUR CARD! • The Higher your card the more desirable it is to have lunch with you. • High-cards Ace, Kings, Queens, Jacks • Next group 10, 9, 8 • Next group 7,6,5 • Next group 4,3,2 The School community game

  24. Redefining experience Owning Our Environment

  25. SEW Framework EVOLVE, LLC 2011

  26. What do we the staff contribute to the environment? • Do we model appropriate behavior? • How? • Do we address problematic behavior? • How? • Do we create environments that are positive and enriching for all students? • How? What we see

  27. What do we the staff contribute to the environmental expectations? • Do we have academic high expectations for all our students? • How do we demonstrate expectations to students? • Do we make students aware of behavioral expectations? • How? • Do we create environments that are positive and enriching for all students? • How? What we expect

  28. What do we the staff contribute to the environmental wants? • Do we have academic high expectations for all our students? • How do we demonstrate that to students? • Do we provide opportunities for students to develop skills necessary? • How? • Do we create environments that are positive and enriching for all students? • How? What we want

  29. Building effective relationships and SBI

  30. Relationship cycle both Program and school based Action Action Emotions

  31. Consistent Inconsistent • Predictability • Staff are where they are assigned to be • Activities start and end when they are scheduled • Routines are created and maintained • Schedule is frequently changed • Staff is frequently absent • Rules are applied sporadically or to a particular student or group Building Effective RelationshipsConsistent

  32. Safe Unsafe • Predictable • Rules are clear • Rules are enforced • Put-downs are immediately addressed • Respect and order are woven into the fabric of programs and activities • May express • Unpredictable • Bullying and harassment is ignored by staff and possibly promoted • Put downs are routine • Violence and threats part of the culture • May express fear Safety

  33. Verbal Verbal • Expressing needs • Expressing interest • Expressing expectations • Give and take (talking and listening) • Information is shared • Not expressing needs • Not expressing interest • No give and take • Information isn’t shared Communication

  34. Trusting Lack of trust • Shares experiences (positive and negative) • Seeks guidance • Wants to be around • May express trust • Doesn’t share experiences • Quiet • Doesn’t seek your advice or counsel • May express distrust Trust

  35. Connection Lack of Connection • Requesting your assistance • Expressing concern for you and yours • Seeks your approval • May verbalize feelings of connection • Routinely Absence • Distant • Doesn’t engage • Head on the desk • May express displeasure with person or place Connection

  36. Confident Lacking confidence • Taking positive risks • Expressing opinion and belief • Speaks of future in positive terms • Express and demonstrates competence • Unsure • Quiet • Looks away • Avoidance • Absence • Poor performance Confident

  37. Performance Performance lacking • Conduct is aligned with rules and expectations • Completes tasks (skill deficit may not raise performance initially) • Seeks to develop relationships • Focus • In some cases leadership • Never improves or Regresses • Argumentative • Unfocused • Unmotivated • In some cases irresponsible leadership Performance

  38. Interventions that highlight or acknowledge student strengths Empowers student and partner based Personalized and Flexible Provides students with opportunities to learn or enhance current skill set. Strength Based Interventions (SBI)

  39. Freudenberg 2009 Summary of Educational Interventions for Improving Student Engagement in School and Academic Success

  40. Freudenberg 2009 Summary of Educational Interventions for Improving Student Engagement in School and Academic Success

  41. Freudenberg 2009 Summary of Educational Interventions for Improving Student Engagement in School and Academic Success

  42. Freudenberg 2009 Health Interventions That May Contribute to Improved School Completion Rates

  43. Freudenberg 2009 Health Interventions That May Contribute to Improved School Completion Rates

  44. Freudenberg 2009 Health Interventions That May Contribute to Improved School Completion Rates

  45. Freudenberg 2009 Health Interventions That May Contribute to Improved School Completion Rates

  46. Communicate • Commitment • Clarity • Consistency • Cultivate • Challenge • Change Evolve, LLC 2011 The Seven C’s

  47. Contact information Robert Murphy 4210 White Ave Baltimore, MD, USA 21206 Evolve, LLC Evolve3470@hotmail.com

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