Task 3
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Western Governors University *
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095
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Communications
Date
Feb 20, 2024
Type
docx
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Uploaded by ProfessorFrog3826
Ali Mihub
Task 3: Student-Teacher Interaction and Reflection
Managing Engaging Learning Environments Task 3
A.
1. When the simulation began, I introduced myself to the class and asked the class to give me a fun fact about themselves. That allowed me to build a relationship with the students through interactions and be able to learn a fact about them that I might be able to use later. This became true with Savanah, right away she showed signs of disengagement and verbally expressed negativity towards the assignment once I was finished with direct instruction. I was able to redirect Savanah by asking her a question, I asked if she had anyone in her life she looked up to or was inspired by. Instantly you could see her demeanor change and she started gushing about her best friend Devin. That allowed her to find passion in this assignment. I tried to be sensitive to the fact that she showed obvious signs of animosity towards her family by not
asking anything further and trying to find common ground with her that would lead to positive engagement and avoid any problems. Thus, the way I preemptively solved disengagement was by building connection and giving alternative routes to complete the assignment, such as using a relationship other than family. 2. After explaining the assignment to the students I told them that they wouldn’t have to worry about this being considered, “homework”. I would make sure to allow enough in class time to finish this and not have the students feel like they need to dedicate time outside of class on the assignment. When I said this, Dev instantly spoke out and said how happy he was to hear that because he is busy in band and helping his parents by babysitting his little sister. This was an interaction that was successful because without even realizing it I took a major stress away from a student. That interaction gains trust and shows that I’m willing to work with
the students and meet their needs.
3.When dealing with Davy the English Language Learner (ELL), an ELL can be defined as a
student who is unable to communicate fluently or learn effectively in English (Glossary). I was able to explain to her right away that she was able to write on the iPad in her native language and we could worry about the translation at a later date. Right away that I could tell that it was taking me longer to think of questions to ask her to help her find facts about her family. I finally was able to help her get three facts but looking back I would have tried to ask more general questions and keep my questions short and easier to understand.
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