Each of us may have a different idea about what student engagement looks like or how we increase it in our classrooms. In this episode Sourcewell consultants, Julie and Maggie, share their expertise around learning targets and scales and technology to help your students feel connected to their learning. 

How do you know when students are engaged?

•  Engagement looks and sounds different for everyone, never assume!

•  Engaged students

           o   can articulate what they are learning and why

           o   know their learning progression and path

           o   know the target and can self-evaluate progress

•  Student agency and personalized connection to the content creates engagement

Who is responsible for student engagement?

•  It’s a collective effort that must include student and family input

•  Educators must clearly present the learning path and progression of learning

•  Educators must balance the needs of the variety of students

•  Center your students and the learning outcomes; de-center yourself (teacher)

What are common reasons that students disengage?

•  No relationship to the adults or to the content

•  Not feeling welcome or included in the class or school

•  When there is a singular (teacher selected) way to show learning

•  Not seeing themselves in the content or how it connects to their life

How can we proactively address disengagement?:

•  Create a safe space for students to share how they’re feeling

•  Provide multiple opportunities to support around content

•  Greet students at the door

•  Positive check-ins, observations, and sharing with families and caregivers

•  Specific positive feedback

Strategies to engage all students:

•  Use technology as an option to access and connect with teachers

•  Intentional and personalized conversations with each student or matching to other adults in the building

•  Using a seating chart to ensure that students are getting a check-in

•  Set clear and visual learning targets and proficiency scales

•  Use pre-assessments to match learning to a variety of skill levels

•  Use turn and talks, collaboration, and group work

•  Include student voice and choice in learning decisions

•  Recognize when a topic may be dry and invite students to weigh in on how to show learning

•  Help students see themselves and make connections to the content

Reflection Questions:

•  What is your one next step?

•  How has (or how would) using a clear progression of learning skills engage your students?

•  How have you (or how will you) used technology to help students better connect to their world?

Resources & References

•  High Reliability Schools Framework by Marzano Research

•  ISTE Student standards

•  ISTE Educator standards

•  TPACK in 2min

•  SAMR Model

Connect with Julie or Maggie via email [email protected]

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

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Curriculum Revitalization through an equity lens with Marceline DuBose   

Ways to revitalize and diversify curriculum 

• Apply a good filter; watch for what explicit and implicit messaging in the content

•  Include a broad array of perspectives

•  Don’t sugar-coat hard things

•  Make sure students can students see themselves in the curriculum

•  Teach larger concepts of justice, democracy, human growth, and development using all kinds of people that have contributed to these concepts  

• Identify and include absent narratives

What gets in the way of revitalizing and diversifying our curriculum? 

•  Tradition, or personal affection or nostalgia for a certain topic 

•  Assumption of what students should learn: the cannon, college ready, standards and testing 

•  Educators feeling like they don’t have the knowledge or time to make changes 

•  Parents critiquing changes in the curriculum

•  Assuming students are too young to talk about difficult things or current events 

An example of revitalized curriculum: MLKJ 

•  Learn about his values and think about how would he apply it to current topics?

•  Give a full and accurate representation of who he was; not just dreamy 

•  Include MLKJ and other BIPOC leaders in the curriculum all year long

Dos or Don’ts for Black History Month

•  Do add stories of whimsy, love, friendship, and creativity; Don’t limit your discussion to stories of trauma, oppression, or overcoming adversity 

•  Do involve you students by making stories relevant to their lives

•  Do expand complexity and context, not just history but current events as well; Don’t limit yourself to single heroes – what are the stories of the people, the area, the geography?

•  Do expand the context where these stories live (math, science, tech); Don’t limit it to the humanities

•  Do balance our stories so they aren’t all victim-focused; who is the focus on? 

Resources & References 

Connect with Marceline: www.dueast.org; @dueeast

•  Unit or Lesson planning template 

•  Collective Knowledge Creation

•  Educational Equity Curriculum and Instruction Compass

•  No Stone Unturned Journal 

•  List of websites for curriculum 

•  Guide for Selecting Anti-Bias and Anti-Racist Classroom Texts 

•  Diversity in Children’s Books 2018 Infographic 

•  Danger of a Single Story TedTalk

•  Absent Narratives Resource Collection from MN Humanities Center

Find more educational resources by topic at https://www.mn.sourcewell.org/education/podcast

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December is a busy month and let’s face it, being an educator can be tough year-round!  I want to share 5 things to try when stuff gets tough in this bonus mini episode.  These are strategies that have been helpful for me, and I hope you find something helpful here as well.  If you have a strategy you’d like to share, email us at [email protected] and we will share out your ideas in our Educators Facebook Group. 

1. Change your password or passphrase 

• Make it inspirational, encouraging, or funny! 
• This helps sends a positive message every time you log into your device 

 2. Write self-affirmations  

• Handwrite self-affirmations and read them aloud! 
• Counteract the negative narrative in your brain 
• Use a journal, stickies on a mirror or bath crayons in the shower! 
• Consider the stories you are telling yourself, about yourself  

 3. Say Yes! 

• Prioritize the people in front of you 
• Rachel’s example: Emergency class meeting!  
• Don’t forget about the fun 
• Rachel’s example: Dance party! 
• Pay attention to the needs of others and yourself  

 4. Say no. 

• Set boundaries, and know your limits 
• Create a culture where it’s ok for other people to say no 
• Everyone has a different capacity level; don’t compare! 

 5. Use a visual to prioritize your needs 

• List everything that is stressing you out from the big to the little 
• Create a target with a center and two outer rings 
• In the center: people and relationship (don’t forget about yourself!) 
• In the middle ring: important tasks that need a plan 
• In the outer ring: not urgent, what can I let go of? 

Find 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

Whether you are a coach and you are engaged in sharing feedback with other colleagues, you are an administrator that evaluates, a teacher that delivers feedback to students, parents, or caregivers or a human being; we are all tasked with engaging in difficult conversations from time to time. Jacki shares about how having the hard conversations, that ultimately impact students, is our responsibility.  

What makes a conversation difficult? 

• Lacking confidence to articulate on a topic (articulation does not equal intelligence)  
• Topics around students that are misrepresented, marginalized, or misunderstood (based on preconceived ideas) 
• Inaccurate definitions operating as facts, including ideas that are misrepresented or misunderstood  
• Conversations that involved boundaries; advocating for yourself can be hard 
• Perfectionism 
• Providing feedback to the person in a power position or hierarchy  

What should we avoid? 

• Using common words without common definitions  
• Thinking someone else should have the conversation (“Passing the buck”) if it is our responsibility to own; however, if the harm did not involve you, keep yourself out 
• Centering or prioritizing your feelings or the feelings of the person receiving the feedback, over the impacts that the topic is having on students (or other affected groups) 
• Ignoring hard topics (bystander effect)  
• Taking others’ reactions or emotions personally  
• Jumping to conclusions, assuming how people will react, or what they may be thinking 
• Letting our past experiences put us on guard or on the defense before engaging  
• Only having deep conversations about things that need to change vs. ongoing deep conversations about practice  

Strategies that support difficult conversations  

• Creating a culture that encourages feedback, learning, and growth  
• Consider the reason for your feedback, the timing, and the relationship with the receiver  
• Focus on the impact over the intention  
• Recognize if you’re dysregulated (in your head, body, emotions)  
• Pause to find your words, “break and breath”  
• Listen, don’t speak to be heard  
• Know your own tendencies or fears and how they may impact your ability to give or receive feedback 
• If you’re in a position of power, create avenues where it is safe to both give and receive feedback 
• Think about the next engagement:  don’t avoid people and don’t “overdo it” 

Helpful Reminders 

• Initial reaction isn’t always the long-term thought; sometimes people just need time 
• Behaviors are not only an asset or a liability; they might be both; consider your “why” for engaging  
• Sort out whose feelings you’re prioritizing and protecting 

Connect with Jacki: thecatalystapproach.com 

References:   

Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Random House Publishing Group 

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Why a Student-Centered Approach? 

• Children are respected, rather than seen as problems to fix 
• Too many students are still disproportionately marginalized, misunderstood, misrepresented, and micromanaged through punitive forms of discipline 
• Shame based (public and private) approaches do not change behaviors and are harmful 
• Flip from compliance to connection 

What makes this difficult? 

• Education is a hard job  
• We do what we know or what was done to us 
• We assume that motivation is what is lacking; this is not always the root cause  
• What we look for, we will find. If we are looking for kids to be wrong, we will find it. 
• You may undervalue your skills; “there’s nothing I can do.” Or inflate yourself; “I’ve done everything there is to do.” 
• A dysregulated adult cannot help a dysregulated child 

What should I do? 

• Prioritize connection over compliance  
• Widen your lens as you consider behavior  
• Include student voice 
• Invest in yourself through coaching, professional learning, self-development, and building new habits  
• Create predictable circumstances for students that support high quality work  
• Let students feel success   

Connect with Jacki and Lisa:   

• Thecatalystapproach.com 
• Mn.sourcewell.org 

Resources: 

• Gender Inclusive Schools 
• Relentless Indigenous Woman 
• With our Orange Hearts by Phillis Webstad, Illustrated by Emily Kewageshig 
• Sourcewell webinar:  Positive Behavioral Interventions and Supports   
• Gilliam, Walter S. “Do Early Educators' Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?” Yale Child Study Center, 28 Sept. 2016, https://doi.org/https://medicine.yale.edu/childstudy/policy-and-social-innovation/zigler/publications/preschool%20implicit%20bias%20policy%20brief_final_9_26_276766_54643_v1.pdf.  

Find 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

Many U.S. states, including Minnesota (via proclamation), focus on Indigenous Peoples Day on the second Monday of October in place of what was historically Columbus Day. I sat down with Charles Black Lance, an educator and community leader in Brainerd, Minn., for some insights on this holiday.  

Why the change?  

• Not necessarily anti-Columbus, but we need to enhance the whole conversation by honoring and respecting histories and traditions of Indigenous people that were here long before Columbus and are still here today. 
• When traditionally celebrating Columbus Day, we don’t always include the deeper realities of what his coming to North American meant for Indigenous people. 
• When we clean up histories for children, we lose context that help us understand why and how. 

What should stop? 

• Stereotypical representations or caricatures of Indigenous people.  
• Placing Native people only in the past. 
• Honoring nostalgia for some, over harmful experiences for others. 

What should I do? 

• Look harder, adjust your lens. 
• Educate yourself with books, documentaries, and podcasts.  
• Critically consume information. 
• Do something with your learning. Speak up, take action, and positively influence those around you. 
• Ask! Conduct internet searches, consult media specialists or curriculum directors.  
• Listen and learn from people that are experiencing “it” for example, your local American Indian Advisory committee.  

Resources  

• Native American Indigenous Games 2023 naig.com 
• An Indigenous Peoples’ History of the United States for Young People (ReVisioning History for Young People) by Roxanne Dunbar-Ortiz  
• Minnesota Department of Education Resources 
•  American Indian Library Association  

Find 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

Common school practices 

• Beginning of the year prompts. Instead of: “What happened this summer?” Try: “What goals or dreams are you looking forward to this year?” 
• Discounted Yearbooks at the beginning of the year  
• Thanksgiving is a day of mourning for some  

Speaking up 

• It doesn’t have to be political, it is humanistic  
• Lean into tough conversations about race 
• Work to recognize the ways students feel marginalized and advocate for them 
• When students report incidences ask, “Has this happened before?” 

Moving past defensiveness 

• Keep it student focused 
• Called in vs. Called out 
• Feedback is a gift 
• Focus on the impact, not the intentions 
• Normalize and humanize conversations around race, socioeconomics, and gender, etc.   

Advice from our youth 

• Adults, please speak up and use your voice 
• Inaction by adults, hurts more than the incident   

Resources  

Gorski, P. and Pothini, S. (2018) Case Studies on Diversity and Social Justice Education Second Edition. Routledge 711 Third Avenue, New York, NY 

Humanize My Hoodie:  Educators As Allies  

Stay connected with Seema! [email protected]  

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A key factor known to help young people build resiliency is “…mobilizing sources of faith, hope, and cultural traditions.” Without promoting a singular faith or culture, we can recognize and make space for students to lean into these key parts of their lives.

For data on engaging caretakers, see the Flamboyan Foundation’s Family Engagement Matters handout in our references.

Barriers

• Culture of school communication and content can be a one-way street of schools sending information, but not often gathering information from caregivers.
• Adjusting the way we speak and think about caregivers is key; see this handout: Safeguarding Inclusive and Respectful Communication: Caregivers.
• Young people are largely influenced by those who caretake for them. They may be influenced by their caretakers’ experiences in schools. Those experiences could include:
  • As students, they did not feel safety and belonging
  • Institutional trauma and/or historical trauma
  • School-to-prison pipeline 
  • Building relationships and earning trust and respect with caregivers can create new pathways for future generations. 
  • Sometimes a shift in norms and expectations between home and school (one example is mealtime). 
  • Some hesitation when the education system requires navigation. Not all families are familiar with these systems. Examples include post-secondary options and filling out forms to register students.

Strategies

• Positive communication first! See Flamboyan Foundation’s “Connecting with ‘Hard to Reach’ Families;” This resource includes strategies and sample templates.
• Ask preferred communication method and ideal time; be persistent and consistent.
• Ask for input from caregivers: What are your child’s strengths? What works at home? What support(s) does your child need? Tell me about _____.
• Know students beyond academics.
• Consider situations where homework may stress the relationship between school, students, and caregivers.
• Provide equitable homework experiences.
• When possible, provide multiple resources for multi-household families.
• Make space for caregiver voice and decision input: representation on advisory committee and hiring boards.

SEL is a broad topic. Young people and educators need systems that support their social and emotional skills and wellness. Let’s keep the conversation going. Questions or comments? Contact us at [email protected]

References

• Family engagement matters. Flamboyan Foundation. (2021, July 29). Retrieved July 13, 2022, from https://flamboyanfoundation.org/resource/family-engagement-matters/
• Kliment, K. (2019, August 30). Connecting with "hard to reach" families. Flamboyan Foundation. Retrieved July 13, 2022, from https://flamboyanfoundation.org/resource/connecting-with-hard-to-reach-families/
• Logan, R. (2020). Safeguarding Inclusive and Respectful Communication: Caregivers. Staples, MN; Sourcewell.
• 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.edu
• (Video) PMC (Public Media Connect). (2021, Februa

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Support is accountability. The goal of SEL is developing young people into adults who are thriving intellectually, socially, emotionally, and professionally.

Unpacking the story 

Rachel shares a story that begins with a student sleeping in class and ends with them in handcuffs.

• Why? What’s going on that they are falling asleep in the middle of the day?
• When woken, the student is likely to feel some form of dysregulated; how can I support this student? How would you want to be approached in this situation?
• “Are you okay?” instead of using accusatory language.
• Adjust your physical approach to be trauma-informed, and consider the other young people in the room.

Be careful of discipline/behavioral labels, they can be vague and subjective

• Noncompliant
• Defiant
• Disrespecting authority
• Aggressive behavior 
• Truant
• “Inappropriate” language, behavior, gestures, etc.
• Disruptive

Prevent escalated responses

• Create spaces and systems where students are safely and appropriately thinking critically, asking questions, speaking up for injustices.
• Small behaviors can escalate quickly; every interaction with students has potential to either build or damage relationships. Responses to undesired behavior either help solve the problem or trigger the next level of escalation.
• Avoid power struggles; are behaviors wrong or unexpected?
• Discipline “wrap” and juvenile records; predetermined idea about “good kids” and “bad kids”.
• Rethinking healthy and unhealthy behaviors.
• Give a second chance and do not require eye contact when having difficult conversations.

Seek training for you and your fellow educators in restorative practices. When we know better, we can do better.

Examine polices for discipline and code of conduct

• Are responses punitive or supportive?
• Hats/hoods/dress code policies
• Removal, shame, and humiliation do not improve behavioral or academic outcomes

What about the adults?

Students and adults, alike, need systems of support in place. The school environment improves for everyone with the implementation of SEL. Student outcomes, especially reduced discipline referrals, suspensions, expulsions, mental health needs, and drug use. It increases academic outcomes, attendance and graduation rates, post-secondary enrollment and completion, engagement and attitudes about school, and abilities to manage stress and depression. 

Questions or comments? Contact us as [email protected] 

References and resources

Álvarez, B. (2021, October 9). School suspensions do more harm than good. NEA. Retrieved July 5, 2022, from https://www.nea.org/advocating-for-change/new-from-nea/school-suspensions-do-more-harm-good

Long, N. J., Wood, M. M., Fecser, F. A., & Whitson, S. (2021). Talking with students in Conflict: Life space crisis intervention (third). PRO-ED, Inc.

Minnesota Department of Education. (n.d.). Restorative Practices. Restorative practices. Retrieved July 6, 2022, from https://education.mn.gov/MDE/dse/safe/prac/

National Commission on social, emotional, and academic development. (n.d.). Social, Emotional, and Academic Development Fast Facts. The Aspen Institute. Retrieved July 5, 2022, from https://www.aspeninstitute.org/wp-content/uploads/2020/03/NCSEADInfographic_Final2.pdf

What does the res

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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 down
• Timed games can cause anxiousness
• Losing can cause dysregulation
• Binary grouping methods that might involve student identities

Student driven is even more effective than teacher driven

• Voice, choice, efficacy, peer-to-peer interaction
• Appropriate level of challenge
• Real-world problem solving
• Community involvement
• Content and activities that provide cultural mirrors and windows
• Goal setting and progress tracking
• Student roles and responsibilities

Motivation

• Brain’s motivation system develops over time
• Most impacted by intrinsic rewards with positive feedback
• In adolescence especially, social context and acceptance is a factor

Disengaged 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 attention
• Asking questions or blurting could be a distraction, but shows that learners are engaged
• Coming to class without the materials can be interpreted as not caring
• Withdrawn, shut down, or crumpling up papers communicates frustration but can be read as disrespectful
• Difficulty transitioning

Ultimately, 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 students

• Asset/strength-based mindset and language, not deficit 
• A variety of processing times
• In the references, see the handout, Safeguarding Inclusive and Respectful Communication: Students

Disengaged or unmotivated adults?

In everyday life, adults might need

• A quick check-in on our phones
• Sidebar conversation with a colleague during training or meeting
• Standing up, moving, or going to the bathroom without asking permission

Can we treat kids like people too?

Strategies

• Increase intrinsic rewards with a focus on constructive feedback and coaching
• Build in student reflection time
• Set goals and track progress
• Encourage student voice and empowerment
• Plan for engagement
• Remember, engagement looks different for different individuals

Start with an environment where students feel safe, settled, known; this is foundational to engagement.

References

• Logan, 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.developingchil

Find 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