[jgbrame]

in reply to: Discussion Post Topic: Visions and Actions #18308

1. How will you prioritize relationship building?
I will prioritize relationship building by consistently connecting with students before and after class, showing genuine interest in their lives, and creating a classroom culture rooted in trust and respect.

2. How will you establish a positive learning community?
I’ll foster a positive learning community by setting clear norms, encouraging student voice, celebrating diverse perspectives, and modeling empathy and collaboration in all interactions.

3. How will you bring your curriculum to life for your students?
I’ll bring the curriculum to life through real-world connections, student-driven projects, interactive technology, and opportunities for learners to explore topics that matter to them.

4. How do your assessment and grading practices align with your vision for learner engagement?
My assessment practices focus on growth, reflection, and feedback over scores—encouraging students to take ownership of their learning and view challenges as opportunities to improve.

[jgbrame]

in reply to: Feedback and Student Agency #18307

Peer feedback routines increase student engagement by making learners active participants in the evaluation process, encouraging collaboration, critical thinking, and a sense of shared responsibility for learning.

Feedback empowers student agency by helping learners reflect on their progress, make informed decisions about their next steps, and take ownership of improving their work based on meaningful input.

[jgbrame]

in reply to: Expanding Your Tech Toolbox #18306

Tool explored: I explored NotebookLM, Google’s AI-powered note-taking and research assistant that uses Gemini to synthesize uploaded content into summaries, FAQs, audio overviews, and more
What I learned (official site): From the NotebookLM website, I learned it helps users manage up to ~50 sources—including PDFs, web links, and videos—with grounded AI responses and inline citations
How other teachers use it: Educators use NotebookLM to generate pre-learning questions or study guides that assess students’ prior knowledge and scaffold lessons
My implementation idea: I’ll upload unit readings into NotebookLM, generate a diagnostic FAQ or quiz for students to complete before class, then review their data-driven responses during class to let them set personalized learning goals.

[jgbrame]

in reply to: Establishing Relationships #18305

One relationship-building strategy I’ve found especially effective is simply making time to greet students personally before and after class, as well as in the halls and during lunch. These informal interactions help humanize the teacher-student relationship and show students that I see them as individuals, not just learners in the classroom.

Steps:

Arrive a few minutes early to class and stand at the door to greet each student by name, ask a quick question, or offer a word of encouragement.

After class, make a point to say goodbye or follow up with students about something they shared or accomplished.

Use passing periods and lunch as opportunities to check in with students—ask how they’re doing, talk about non-academic interests, or simply share a smile and acknowledgment.

Be consistent and genuine—students notice when you make time for them regularly.

Resources:

A willingness to be present and available

Basic knowledge of students’ interests, extracurriculars, or personal goals

Time and intentionality

Helpful Pointers:

Start from day one; first impressions set the tone.

Remember little details students share—they go a long way in building trust.

Use these interactions to spot students who may need extra support or encouragement.

By making myself approachable and accessible outside of structured lesson time, I’ve found that students are more open to engaging in class and more likely to see me as someone who genuinely cares about their success—both academically and personally.

[jgbrame]

in reply to: Learning Communities and Engagement #18304

1. How might you create new opportunities so that each student begins to actively drive their own learning?
To encourage students to take ownership of their learning, I can integrate goal-setting tools, choice boards, and reflection activities into our digital classroom. By allowing students to choose project topics, pacing options, or preferred methods of demonstrating understanding, they begin to see themselves as agents of their own success. Regular one-on-one conferences and feedback cycles can further guide students in setting academic goals and identifying strategies for improvement. This approach nurtures autonomy while still providing structure and support.

2. What connections do you see between John Hattie’s advocacy for teacher learning communities and Amy Berry’s Engagement Continuum?
John Hattie emphasizes that teacher collaboration leads to improved instructional quality and deeper student learning, while Amy Berry’s Engagement Continuum illustrates how students move from passive to highly active learning states. Both models value intentional reflection and action—Hattie focuses on educators continuously improving practice, which directly contributes to students progressing toward the higher end of Berry’s continuum. When teachers learn from each other and refine strategies, they can more effectively foster classroom environments where students are intellectually and emotionally invested.

Overall, there is no one-size-fits-all when it comes to getting your students engaged in your classroom. Like we expect of our students, teachers must be flexible and adaptable, willing to pivot to meet learners where they are at, building out lessons and discussions based on their curiosities (as much as possible – depending on curriculum alignment and relevancy).

3. What is the connection between collective teacher expertise and empowering active student engagement?
Collective teacher expertise allows educators to pool knowledge, experiment with best practices, and build consistent, high-quality instructional approaches. This shared expertise creates classroom cultures that emphasize inquiry, feedback, and real-world relevance—key ingredients for active engagement. As teachers model collaborative growth and adapt to students’ needs, learners are more likely to participate authentically and take initiative in their educational journey. Ultimately, strong teacher collaboration equips students with both the structure and encouragement needed to engage meaningfully.

[Author]

Posts