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An engaged student was listening, responsive, and note-taking. While I believe there is more ways to be engaged now—students may be engaged yet quiet or unresponsive—this was generally what I believed an engaged student was throughout middle and high school.

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An engaged student asks questions of the teacher. They work consistently on the assignment. You can see them participating and taking in what the teacher is saying in their body language (eyes tracking, pencil moving, etc).

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I have very little experience of being in engaging K-12 classrooms! So there is much for me to learn.

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When I was a PK-12 student, an engaged student looked to be actively listening to the teacher and giving nonverbal cues (nodding, raising their hand, etc.). They spoke when prompted, ask questions, and participated in student discussions. These were the main ways teachers wanted students to indicate their engagement growing up.

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A scholar that was asking questions, following instructions and carrying out the task at hand, responding to specific directions. Their responses were on track with the discussions and aligned with the facilitated conversation/s.

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An engaged learner holds motivation to learn, either intrinsically or extrinsically. That motivation can be seen by getting to know the student and seeing how they display engagement. It's different for every student.

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Not all engaged students look the same! I found that in lessons where I already knew more than 50% the content I stayed engaged better when I was multitasking. I used to bring crochet work to every science class.

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An engaged student is actively participating in the discussion/assignment. The student is asking and responding to questions, and making an overall contribution to the classroom activity. Past teachers who supported engagement made eye contact, asked direct questions that were open-ended, and allowed for self-reflection and deep responses from students. Discussions were encouraged in the classroom and students were acknowledged for their contributions.

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-On task, doing the work told

-Asking questions that relate to topic

-motivated: move quickly from activity to activity, require less redirection.

-Smile, laugh

-Push the teachers to be better and do more research on topic

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In my K-12 experience, I felt most engaged with the teacher and lesson when I maintained eye contact and positive body language. Seeing the teacher match this energy made me think the teacher knew I was engaged. I think this reflects some underlying assumptions I have about body language and eye contact. Not everyone finds engagement by eye contact and body language. Some people might find it easier to engage hands on, orally, or individually. I need to constantly reevaluate the needs of my students and how they feel most seen

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An engaged student looked like they were listening and participating and actively responding and raising their hand to try and answer any questions or concerns. Also students who seemed to be taking down notes or taking mental notes of the lesson looked like engaged students

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When I was in school, an engaged student was always described as quiet, listening, and following directions. My teachers would say engaged students would raise their hands to answer questions, and lead responses and group work. Since I was a shy kid and sometimes would be distracted by a wandering brain, this is not what I viewed as an engaged student! I think engagement is interacting with the classroom and assignments in ways that work best for your learning.

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An engaged student has those wondering eyes expressing curiosity. They can look straight faced or have expressions that are easy to read but it's truly the body language, answering of questions and asking questions (To the teacher, peers and self) that showcases engagement.

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in those grades an engaged student would be one answering questions and who appears to be actively listening(looking at the teacher). these background experiences could lead me to believe engagement only looks likes this however learning and engagement looks different for everyone. personally i have to fiddle with different things to stay focused but that wouldn't mean my focus is only on what im fiddling with.

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I believe that during my own K-12 education, I felt like being engaged meant being involved in the lessons. I felt like a lot of my classes just told me the information instead of really involving me in the actual learning, and that's why I believe that when I had eventually gotten to High School, I felt like I could make a difference.

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I think one of the big things was that some of the more rigorous classes like AP classes in highschool had more engaged students. 

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I think one of the big things was that some of the more rigorous classes like AP classes in highschool had more engaged students. 

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Engaged students are genuinely interested in the material and challenged to dig deeper rather than just complete the task and move on.

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In school, an engaged student was quiet, taking notes, and answered the teacher's questions. They completed assignments and followed instructions. They only talked to their classmates during group work times.

Now, I would say that engaged students are responsive via verbal or physical cues, ask questions or share ideas frequently. They show that they understand the material in whatever way works best for them.

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An engaged student is focused, listens carefully, and takes part in class by asking questions or helping others. They speak respectfully and work well with classmates. My past teachers showed me that when learning is fun and supportive, it’s easier to stay involved. I’ve learned that engagement can look different—some students talk a lot, others just stay focused and listen.

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Engagement looked and sounded so different, especially after covid. Instead of having the generalized assumptions of what engagement looked like (quiet + paying attention 100%) came to encompass more non-verbal cues. Like it was said in our discussion, not all engagement looked or sounded the same

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I would ask the whole class to take 30 seconds to write down what they think it means and use that time to check-in with Bryan to get him reengaged.

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I would have asked students to share their thoughts with the person next to them. Meanwhile, I’d approach Brian and see if he’s okay. I’d try to engage him with the material.

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Offering supplemental learning material could be a good option for personal circumstances that warrant more serious accommodations

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I would encourage Brian to stand up, get a sweet snack, go wash their face or something. With compassion, say I've been there. I've fallen asleep in class before too, but that they'll be missing out if they don't engage, and maybe ask how can we as a class encourage one another to stay involved

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I'd move to the front of class and move around so my voice is in all directions. I would plan a partner activity to up the energy in the room and use the time to check on Bryan

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I can support the student by talking with them to understand why they work late. They can offer flexible deadlines, shorter tasks, or time during class to catch up. Encouraging breaks, checking in often, and showing care can help the student stay on track and feel supported.

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Strategies: I would make the lesson more engaging by having students work in groups or pairs. I would check-in with Bryan and ask if he needs a drink or to wash his face and that I appreciate all his hard work, but his attention to the content and building his skills is also super important and I'm willing to help if he lets me know how!

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I would want to talk privately with Brian to figure out a way to leverage both responsibilities he has in and outside the classroom. Ultimately making sure he is supported to participate in any way he has energy for but also making sure he is getting the content needed

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I would clearly communicate with Bryan where he stands in the class and that I am here to work together in creating a plan to get him back on trackwhile accomodating for his scenario. During class time, when we conduct group conversation and partner conversation --I will tend to stop at Bryan's groups / partner groups to engage in conversation with him in order to hear his thoughts, ideas and question regarding the reading. He can take time during big group discussion for rest sometimes

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I would talk with the student during independent time and discuss the clause and effect of making a regular practice of sleeping in class. Although I want to be in a safe space, I do need to see effort.