Reeling in Reserch

I’ve been in many types of classrooms where teachers have used many different types of teaching methods to try and engage the student in the class. The way that I found  and many other fellow classmates learned best was when the teaching became more involved and pushed for students to interact with each other by having discussions and debates. This is why I chose to relate The Power of Cooperation section from Passion Project to the idea that student interaction in the classroom is essential. After reading the article Where Student, Teacher, and Content Meet: Student Engagement in the Secondary School Classroom, I was able to have a better understanding of how student interaction doesn’t only affect students, but also teachers. “When a classroom is filled with students who are paying attention…the teacher is much more likely to enjoy being there and to feel more invested” (Bundick et al.,2013, para. 5). This quote made me realize that teachers probably don’t like to be stuck in quiet boring classrooms either and they probably enjoy their job more when they see students interacting and learning from each other. Through my further reading of the article I observed the three different ways students engage in the classroom. “The emerging consensus among scholars in the field is that engagement comprises three distinct but interrelated "modes": engaged in thought, engaged in feeling, and engaged in action” (qtd. in Bundick et al.,2013, para. 6). I thought of a way to break down the process of these three ways of engaging in a group activity. First would be the group thinking of a topic individually. Second would be the group discussing their topics with each other and to see how they feel. Third would be to take action and announce to the class their topic and why they chose it.

Works Cited

Bundick, Matthew. J, Corso, Michael. J, Quaglia, Russel. J, Haywood, Dawn E. “Where Student, Teacher, and Content Meet: Student Engagement in the Secondary School Classroom.” American Secondary Education Vol. 41. Issue 3:(2013)