As an educational consultant, I always want to share 'best practices':
What are the elements that support our students’ sustained engagement in the difficult process of learning? How can we help students experience success? Here are just a few ideas:
1. We continuously keep in mind that learning is an emotional and a cognitive endeavor, and we understand that how the learner feels in the context of the learning experience can influence engagement in the process and the ultimate outcome.
We are attuned to what children may be feeling as they engage in learning, and we respond to this affective experience sensitively, adjusting our approach to help reduce anxiety and frustration.
2. We engage in ongoing assessment that guides the construction of differentiated learning experiences for students.
When we engage in a process of fine-tuned observation of students’ responses to instruction, we are better able to provide learning experiences that are optimal. If students are within their instructional zone, they are less likely to feel flooded by frustration, anxiety and dread, and more likely to actually be available to engage in the difficult process of learning.
3. We supply appropriate scaffolding for students’ learning.
Based on Vygotsky’s “zone of proximal development,” scaffolding allows the learner to engage in material or processes that are within reach if given the appropriate supports. Scaffolding learning may include teacher or peer modeling, breaking assignments down into component parts, collaborative learning, reciprocal teaching, and many more creative techniques. As the learner develops competency and independence, the scaffolds employed become unnecessary, and thus are removed.
4. We provide opportunities for students to make choices about their learning.
Students are often more motivated to participate in the hard work of learning if they feel personally invested and engaged in the content and process. Providing opportunities for students to make choices in their learning often secures this kind of investment.
5. We make learning relevant and meaningful to students.
When the knowledge and skills we teach are relevant to the lives and interests of students, learning feels more purposeful. Purpose sustains engagement, even when the going gets tough.
6. Above all, we remember that learning is often best done in the context of strong relationships and safe environments.
We prioritize the building of healthy learning communities.
We work hard to neutralize the negative charge frequently inherent in an environment that serves learners with a range of strengths, weaknesses and needs. We help children to understand that difference is not pejorative, but merely descriptive.
We model self-compassion and frustration tolerance, engage in a stance of curiosity when problems arise, and employ a flexible approach to problem solving.
And finally, we invest in our students, getting to know them, and building authentic connections based on an appreciation and respect for their individuality.
By Dr. Alice Mangan is a clinical psychologist in NYC who works in both her own private practice and in schools to provide consultation, assessment, evaluation, and psychotherapy services.
