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I would place myself in the middle of the continuum for providing feedback for students. I strive to return assessments to students in an adequate time frame. I often conference with students individually to discuss with them their academic progress. I could improve in areas of feedback by giving more short term feedback- as in daily assignments or classroom behavior.
I have learned that students who often engage less seem to have an unmotivated mindset and are often distracted by their surroundings and lack focus on their work. In order to change this mindset, I could implement more activities that are student choice related so they can feel ownership in their work.
I do feel like I worked harder for teachers I had more positive relationships with. This is because I felt empowered and knew that she believed in me as well as held me to high expectations. In order to motivate my students, I try to make them feel empowered and encourage them to do their best and try and not be afraid of asking for help.
HS

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1. Let them choose whether to work with a partner.
2. Allow a choice for demonstrating their learning.
3. Have the students write the rules/consequences for the classroom.

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1. Create a safe and respectful environment for all students.

2. Ask more inclusive questions so that more students will respond or participate in the conversation.

3. Post class participation expectations and make sure that the students are aware of the expectations.

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Action #3 - Build the learner's mind-set

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Action #3 - Build the learner's mind-set

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- With those students who engage  less we should work to form those relationships with them so that we do not accept excuses and encourage them more.
- One strategy is to determine what their learning preference is so that we can tailor the lessons to their learning preference. Also incorporating things that are relevant to the students in the lessons whenever appropriate that help to peak their interests.

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Majority of our students are already receiving negative feedback from home, so it is up to us to give positive feedback.

We should learn to affirm the little things that students are doing to reinforce positive behavior.

Helping students develop and use a rubric, you are being clear and constructive with them.  You are teaching them what is expected of them and giving them ownership of their actions.

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Action #5 - Get a trial-size effort                                                                                                                                    If students are sleepy you may use these options. EASE STUDENTS INWITH BITE SIZE MOVES.Stamp feet twice or pound table. Encourage voluntary hand raising with low risk options. Chunking activities divide you class into cooperative work groups. Thumbs up or down, pound on desks if you know the answer etc. use of physical responses. 

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Action #5 - Get a trial-size effort                                                                                                                                    If students are sleepy you may use these options. EASE STUDENTS INWITH BITE SIZE MOVES.Stamp feet twice or pound table. Encourage voluntary hand raising with low risk options. Chunking activities divide you class into cooperative work groups. Thumbs up or down, pound on desks if you know the answer etc. use of physical responses. 

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What have you learned about the mind-set of students who simply engage less? What strategies can you use to build the learner's mind-set in all your students?

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What have you learned about the mind-set of students who simply engage less? What strategies can you use to build the learner's mind-set in all your students?

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S. Lundy - I don't know what happened to my other answer. The way a teacher talks to a student brings out how that student will engage. We have to work on building positive attitudes and behaviors.
K. Burden- Most times students who engage less are those who lack the knowledge in that area and embrassed to let everyone know that they don't know what to do.
I. LeFranc: I have learned to better engage students, who are less inclined to participate in academic activities, through the use of  inclusive rather than exclusive prompts in an effort to avoid inadvertent limits to student participation in the classroom.
J. Davis-It depends on the student but some students are just bashful and prefer to stay to themselves.  I would just
M. Brooks-Some students may be shy or may not feel confident when asking questions or answering questions.  managing their risk by having a safe envor

N.Negandhi - If students are given the opportunity to set their personal learning goals that are achievable, this will motivate to do better

Mr. V-  I have learned that there may be many factors that can cause this other than being lazy. I will try to incorporate chunking in my room. This will be especially good for my inclusion students
Peterson-what I have learned about students that tend to engage themselves
Mr. Lee- For students that engage less I have learned that there are many factors that may contribute like clarity of assignment, lack of interest in the topic, confusion of the topic. One strategy that I could work on
C. Bridges (I don't know where my first post went). I was reminded not to jump to conclusions about a student's apparent lack of motivation. As Mr. Lee noted, there are more reasons for non-engagement than laziness. My task as a teacher is to determine why the student is disengaged and remedy that.

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When you were a student, did you ever work harder for one teacher than for another? If so, why? Is it possible to reconcile this kind of discrepancy with the notion that motivation is a fixed entity, and that some students are just "unmotivated"? How might you increase your own students' motivation?

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When you were a student, did you ever work harder for one teacher than for another? If so, why? Is it possible to reconcile this kind of discrepancy with the notion that motivation is a fixed entity, and that some students are just "unmotivated"? How might you increase your own students' motivation?

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J. Davis-No I did not.  I tried my best in all classes and the ones I struggled in I went to get help from the teacher.
M. Brooks-I tried in all my classes.  The classes i did not have a strong background of or lack of interest in I had to work harder in.  As a teacher I need to break down the information for students to understand and comprehend but be able to feel less overwelhmed by the information.
S.Mr. V- No i did not. It was the expectation that I would excel in all my classes regardless if I liked the subject or the teacher. I might try to increase motivation with positive praise.
A.Jackson - In elementary

Burden - In my household, we had to be equally motivated and work hard in all subjects.

No, I did not, because my parents would not allow that.  They did not believe in doing more for one class and less in another.  I will try to continue to engage them in the classroom with interesting activities and lessons.  I will also try to
Ye
C. Bridges -All through my years of education, my favorite teachers have been those that gave fair and clearly defined goals and expectations. I knew what to do, when to do it, and how to do it. These teachers were also accessible. I did not hesitate to ask if I needed help. I appreciate organization (perhaps because I had so little of it myself). I believe "ownership" is important in a classroom, but I also strongly believe that students find security and stability in parameters - not all fences are made to keep things in - some keep things out. Clarity and security are essential for creating a fully engaged student and/or class.