Student Engagement

1257 Words 6 Pages
This statement will argue that teachers can encourage learning for all students through facilitating engagement and motivation, and through the strategic use of assessment. Emotional well-being is central to student learning, as it is often found that engagement and motivation hinge on student well-being. Negative emotions act to sabotage the learning process, and it is for this reason that teachers should wholeheartedly attempt to promote safety and well-being within their classrooms. Additionally, assessment is a valuable tool for supporting the learning process, and provides teachers feedback on how to best encourage students’ learning.

Shernoff defines engagement as ‘the heightened simultaneous experience of concentration, interest, and
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Positive emotions facilitate student engagement and resilience in learning, whereas negative emotions detrimentally affect students’ self-efficacy and levels of interest. The lack of interest in learning is one of the primary factors of a decreased ability in employing metacognitive learning strategies (Ahmed et al., 2013 n.p.). A lack of interest also heavily interferes with a student’s ability to self-regulate and undermines their motivational engagement with a task (Ahmed et al., 2013 n.p.). A positive teacher-student relationship, however, can often offset these aforementioned negatives. The provision of a supportive classroom environment, headed by a caring teacher, can nurture positive emotions within students that are essential to sustained engagement and motivation in learning. The Ahmed et al. study found that positive emotions had greater effects on learning and on learning strategies than negative emotions’ effects. The researchers hypothesized that positive emotions effectively overrode negative emotions (Ahmed et al., 2013 …show more content…
It should take the form of both formative assessments for learning and summative assessments of learning. Both forms of assessment have their merits, but it is often noted that formative assessments are often more useful for improving student learning (Dembo 1977, p. 126). Formative assessment can take the form of activities such as weekly quizzes or reflections. The results of such formative assessments provide teachers with valuable, real-time information regarding their ability to teach the subject matter, as well as a definite indicator on whether or not certain concepts need further attention. Summative assessment, though useful for demonstrating student achievement at a specific time or for ranking purposes, risks negatively affecting students’ emotional well-being if overused (Chappuis et al., 2012 p. 25). The most important part of assessment is the interpretation of

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