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-We need to remember that student engagement involves RISK by the students (fear of failure).
-Engagement requires emotional buy-in and risk (fear, anxiety, etc0.
-Therefore very important to build a safe environment where students feel comfortable taking these risks.
-Need to spend time building an emotionally safe environment in our classes so students are willing to be behaviorally engaged

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-Where you find identity, you are more engaged and (vice versa), where you are more engaged, you find identity.
-building relationships bring out engagement and understand how your students engage.
-Engagement is experienced through those connections.

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Partnership in learning process dictated upon relationship between student and teacher based on how they feel in that environment. Students become more vulnerable and willing to engage when they are comfortable. As teachers we struggle with how to be responsive to a large classroom of students. Practical application can be harder with responsiveness. Connections to remote learning this year, supporting students in different ways (note in chat, compliments, letting students know I see you). Constant reinforcement is important.

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-When a student has buy in, they can bring other students along with them in the engagement process.
-Engagement inspires and is inspired by motivation.

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#1 Showing up and engaged are making growth- How WE present to elicite engagement.
#1 Hierarchy of needs come to mind. Just because a student is more outspoken it's assumed they are engaged, and the opposite is true as well- quiet can be engaging.
#1 Behavioral and Affective- sometimes kids just don't care. Small pods- I see kids getting more activitely engaged.
#1- A lot harder in zoom- tough to identify. Videos on tend to do better. Chat is a helpful tool. No response- tough. A lot of unknowns. A teacher needs to take cue and consider how to rethink the lesson.
#2  Behavioral and compliance- physical part vs authentic identity. Behavioral- free thinkers vs behavioral norms. Sacrifice their own identiy to be compliant. Teachers need to also catch their own behavior to be thoughtful and not cast out, but be reflective.
What doe their culture teach themselves- that impacts how we do thing- not just one way, contribution from our students. #3 Behavioral- interesting how parents can be an influence in all of this- it could be counter to what we are hopeful for. Behavior- what we were all caring about. Compliance- we have to be, not really engaged. Not deviating from the outcome. Compliant to who, culture, teacher, school. Zoom- how can we can we differentiate. Good teaching practices and how they transfer on the screen. Teacher has to set the positive example. PATIENCE and not caring if you have to repeat yourself.

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-Engagement is not behavioral compliance but is usually multifaceted in its approach.
-Engagement is set by the teacher.  Be a tone setter!!!!
-Engagement can be measured by students sense of belonging. Additionally, safety and understanding of those rules/norms builds a foundation for engagement....removes obstacles.
-students are more motivated when they feel like they have something beneficial to contribute to the learning. No matter at what level that is. So the more they communicate and share their thinking the more they feel part of the learning process.

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- Responsiveness might look different depending on the student; more avenues for responses from students gives more accurate view of engagement.
- Framing content so students can culturally engage more easily results in more responses.
- Important to have multiple access points for academic content

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-A student could show compliance, and be anywhere on the emotional scale from enthusiastic to resentful/grudging...it's an extremely low bar to to aim for as a teacher.
-Could be behaving well, but apathetic to school.

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Behavioral: base level = following the teacher's expectations, beyond that they understand the "why" behind the expectations. Students are trying their best, willing to take risks. Want to engage in the learning.
Effective: Kids are hooked in, kids taking the lead in classroom activities, positive collaboration, students are focused on the task, they look interested in the task. Having good interpersonal interactions with the teacher and peers, want to know more. Take the learning beyond the classroom -- sharing what they're doing with family when they get home. Able to apply the learning cross-curricular.

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Behavioral Engagement:
- When the task requires focus - and make students want to focus!
- Knowing expectations results in more on-task behavior

Affective Engagement:
- Excitement to be in class & interact with others as they learn
- Being part of a community where there are student-student and student-teacher relationships.
- You can hear learning taking place! Classrooms should sound productively noisy if students are enthusiastic.

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- Behavioral Engagement: make connections to content, following the rules...
- Affective Engagement: student thinks out loud and is validated, belonging to the school community, it's about growth...
- Cognitive Engagement: achieving long/short term goals, completion of tasks and the acceptance of these. Respect the process of growth.

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Behavioral: in appropriate assigned area of classroom (sitting, standing, on couch) with appropriate supplies. Where is there flexibility where we can bend with behavioral engagement to meet the needs of specific students? Guided and
Affective: allow for "social" time within the classroom (specifically w/ remote learning) for students to communicate with one another.
Cognitive: guided/facilitated discourse in the classroom, lead by teacher but acted out by students around course content.

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Responsive is giving the giving from the adult and engagement is what the student needs. Our job is finding the balance.

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Behavioral: Teaching and reinforcing expectations
Emotional: personalizing the content to the student's experience
Cognitive: Growth mindset; encouraging student to the learning and not the product

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Behavioral is doing by choice because they want to and true engagement can be achieved. Compliance is doing it because they feel they have to- whether they are going to is up to them and true engagement may not be achieved.

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compliance is bending to the adult's will, behavioral engagement is more inert in the student and choosing (behaviorally) engage.

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- Compliance is when students behave because they HAVE to.
- Behavioral engagement is when students behave because they WANT to (often driven by a relationship with the teacher).

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Yes. Compliance is when students are doing something because they have to. Behavioral Engagement is when students want to be part of the learning. Compliance doesn't take learning to "the next level" and apply in other areas of learning.

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Responsiveness allows ours students to see that we are invested in our students and our teaching. The more that we can show that we care about our students, the more they are going to generally care about their learning.

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-Therefore very important to build a safe environment where students feel comfortable taking these risks.-Need to spend time building an emotionally safe environment in our classes so students are willing to be behaviorally engaged

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-Therefore very important to build a safe environment where students feel comfortable taking these risks.-Need to spend time building an emotionally safe environment in our classes so students are willing to be behaviorally engaged

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Group 5

The connection between responsive engagement and behavioral all connect with each other.

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Group 5
The connection between responsive engagement and behavioral all connect with each other. If the student is better engaged then better behavior.  
It is student good faith effort to succeed.

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If the student is better engaged then better behavior will also improve and if a student puts in good faith effort to succeed.

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Behavioral allows students to have the tools, opportunities and by-in to be successful in partnership with their teachers versus being told to merely complete tasks.