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One or More Student/s/is/are Not Participating or Engaged in The Lesson

The document discusses different scenarios a teacher may encounter in the classroom and proposes strategies for addressing them: 1) If a student is not engaged, the teacher will reassess the lesson and make it more interactive to involve all students. They will also personally connect with disengaged students to understand if they need additional support. 2) If a student has their head down, the teacher will first redirect other students then discreetly check on the student and determine if they need medical attention or counseling for personal issues. 3) If some students finish tasks early, the teacher will give them higher-order thinking challenges or involve them in helping peers, to keep them productively engaged without disruption.

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Santhosh Mohan
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273 views

One or More Student/s/is/are Not Participating or Engaged in The Lesson

The document discusses different scenarios a teacher may encounter in the classroom and proposes strategies for addressing them: 1) If a student is not engaged, the teacher will reassess the lesson and make it more interactive to involve all students. They will also personally connect with disengaged students to understand if they need additional support. 2) If a student has their head down, the teacher will first redirect other students then discreetly check on the student and determine if they need medical attention or counseling for personal issues. 3) If some students finish tasks early, the teacher will give them higher-order thinking challenges or involve them in helping peers, to keep them productively engaged without disruption.

Uploaded by

Santhosh Mohan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1.

One or more student/s/is/are not participating or engaged in


the lesson.

As a teacher, one of my prime motives is to keep the students


engaged in class proceedings. While taking a class, I find a
student/s/is/are not participating in the lesson, I would re asses
the learning intentions of the lesson that I am teaching. In case, I
feel that the lesson is not interesting enough to keep the students
engaged, and then I would suggest an activity like a quiz that will
involve all the students in the class. By doing this, not only will I be
able to incorporate the fun and learn element in the class, but
also will be able to decipher if the student was not paying
attention because s/he found the lesson uninteresting, or if there
was some other reason that made the student inattentive.
In case of the second scenario, while keeping the class engaged, I
will interact with the student/s on a personal level. This may give
me better clarity about his behaviour as effective communication
often leads to a practical solution. I will also try to find out if the
reason behind this kind of behaviour is an outcome of some kind
of fear or low self-esteem. In that case, I will find out ways to
motivate and encourage him.
I presume, that this strategy will help me in not just overcoming
the problem that the student is facing but also help me to provide
a comfortable zone for the student/s to approach in future as
well.
2. One student has her head down on the desk and other
students are watching her.

While conducting a class, in the above scenario, my first instinct


would be to reach out to the student and try to find out the
reason behind it. However, the approach should be carried out in
such a manner that I am first able to draw the attention of the
remaining class by initiating an activity which would bring their
focus back to the lesson. Then, I would approach the student in a
rather discreet and gentle manner. If at that point I find that she
has slept off, will wake her gently and check if she has taken some
kind of medicine which is making her lethargic and drowsy. If that
be the case, I will let her be, monitor her body temperature and
send her with another student to the medical room of the school
if the need arises.
If it is some thought or stress that is bothering her, will try and
gain her confidence by talking to her in a calm and composed
demeanour. I will refrain from asking questions that make her
uncomfortable and add on to her stress. The conversation instead
of grilling and being to the point would be more friendly and
empathetic.
If I find the issue or situation more serious, I would take her to the
school counsellor and then take her parents into confidence.
Patience and maturity is a must in handling such vital issues,
because any kind of mishandling might prove detrimental to the
mental state of the student.
3. You have assigned a task, and some of the students have
already completed it, but others are still working.

When a task is assigned to the class, the core responsibility of a


teacher is to ensure that irrespective of the students’ abilities, it
has to be an inclusive way of teaching. If some students complete
the assigned task well ahead, then there are two things that need
to be considered before I finalize my next plan of action.
One is the time factor and the other is the general IQ and the level
of the students. Considering these two aspects, it is safe to
assume these students either have a higher IQ or have a better
understanding of the topic & hence need to be involved in a
manner that their energy is channelized in to a positive and
constructive one. They can be engaged by giving worksheets
based on “High Order Thinking Skills” questions, or by providing
them some kind of “Intellectual Challenge” like preparing a
questionnaire or a crossword based on the topic. While doing this
we can ensure that whatever task is given to them fits into the
categories of age and level appropriateness, time, topic related, in
accordance with their interests.
Taking these students into confidence we can guide those
students who are unable to comprehend the directions correctly
or are unable to keep pace with the rest of the class.
These measures ensure that they utilize their time effectively and
constructively without disturbing the class. It also reinforces that
these students gain more expertise and are kept engaged in a
productive manner.

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