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In the article “Relationships Matter: Linking Teacher Support to Student Engagement and Achievement”, Klem and Connell research the conditions that are needed to promote student engagement and academic success throughout the elementary and secondary schools and test the linkage between experiences of support from teachers, engagement and school performance. Conditions are hypothesized to be “high standards for academic learning and conduct, meaningful and engaging pedagogy and curriculum, professional learning communities among staff and personalized learning environment” (pg 262). This study measured two forms of engagement in students: ongoing engagement (behavior, emotions, and thought-process throughout the school day) and reaction to challenge (coping strategies when faced with perceived academic failure). Data records and surveys were provided by the Institute for Research and Reform in Education for 1,846 elementary students (ages 7-13) and 2,430 secondary students (ages 10-15) from the years 1990-1995. The study concluded that having continuous teacher support create positive teacher-student relationships which cultivate more student engagement. Teacher support that creates engagement includes “creating a caring, well-structured learning environment in which expectations are high, clear and fair” (pg.270). Additionally, high student engagement is correlated with higher attendance and test scores- both strong variables in the prediction of completion of high school and the pursuit of post-secondary education.
As the article expresses, relationships can best be fostered in a classroom environment that sets high, yet fair, expectations of their students, both in conduct and achievement, and has clear and consistent consequences. Student expectations are usually, at least in my experience in the high school setting, gone over in the syllabus at the beginning of each semester and are brought up as tools of caution when students are not following proper conduct. As seen in different classroom management strategies, it can be beneficial to have a physical copy of the expectations and consequences, as in the picture shown, in the classroom to set the environment of the classroom instead of only being brought up as something negative. Personally, I would also look into incorporating expected positive outcomes when all expectations are met so that students can know what they are working towards, or at least look toward some sort of reinforcing stimulus.
The article also mentions the importance of autonomy support which gives students the feeling of independence and control over their education and that the work that they are assigned is perceived as being relevant and to their lives. It is also stated that in order for autonomy support to be effective, there needs to be a “clear sense of structure within which to make those decisions” (pg.262). I believe a good way to achieve autonomy support would be by implementing student-centered learning and culturally relevant pedagogy. Both have a large focus on using knowledge of your students to make the material more applicable, interesting and engaging. An assignment at the beginning of my student teaching required me to produce and deliver a student-interest and learning style survey to my focus class. When I feel that engagement is decreasing within my focus class I can turn to the surveys to look for points of interest that can be incorporated into lessons. I use this as a method for instruction, but also as a way to build relationships with students by having individual conversations about topics that I know interest them. This has become especially helpful when combined with the 2x10 method.
As teachers, we are always looking for ways to engage our students in our content. We already know, or at least have an idea of, all the educational benefits that come with student engagement, but I think that sometimes we forget that a strong tool for engagement is to build positive relationships with our students.
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Article:
Klem, A.M. & Connell, J.P. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement.Journal of School Health 74(7), 262-273.
Link to an online version:
https://pdfs.semanticscholar.org/62ba/e2c89bc37bcdd165c60beb721c95a8771527.pdf
Expectations and Consequences chart from:
https://theartofeducation.edu/2016/09/05/6-pieces-advice-not-follow-first-year-teaching/
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ReplyDeleteYou make a good point that positive outcomes for adhering to classroom norms should be as visible and understood as the consequences for breaking those norms. If consequences are the only concrete outcomes in relation to the norms, one runs the risk of creating an environment where students are only following the norms in order to avoid a negative outcome. Students end up following the norms from a place of fear rather than a place of empowerment.
I was particularly drawn to what you mentioned in regards to the physical visibility of expectations and consequences. As our students move from elementary to secondary school, educators begin to view their students as young adults, opposed to children needing posters of the classroom rules. However, the revisiting of expectations and consequences is the only way to reinforce these positive relationships and displaying these "rules" seems to be the easiest solution to this problem.
ReplyDeleteI appreciate that you've highlighted the importance of student autonomy in their education. Further, I’m glad to see how you’ve been able to incorporate the learning style survey into your own practice. Good post!
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