” E N G A G E ! “

“Engage!” from like-titled blog post on SS Glim

An article in EduTopia’s August 26 newsletter reminded me of a conversation I had the other evening with Doug Peterson, in Windsor.  The article is How to Keep Kids Engaged in Class, and it describes ten tips to increase class participation.  Examples include:

  • Start Class with a mind warm-up,
  • Use movement to get kids focused,
  • Run a tight ship when giving instructions,

Sounds rather dry, but the explanations are certainly worth your reading.

What caught my attention was the word, engage.  It’s a good word, hard edged with both guttural and the pleasant sibilant  consonant sounds of G.  It’s an action word that implies energy, yet it is broad enough to be used as often and in as many contexts as needed. 

Jean Luc Picard used the word in every episode of Star Trek (NG) — so it’s got to be a great word.  

But in education-speak, it has always bothered me, to the point that I try to avoid it.  There are so many terms that we use that simply do not paint pictures.

It occurred to me the other night with Doug, over his Steak and my Chicken Creole, that what bothers me about the word is who is usually doing it.  Much of the time, and most of the time in the EduTopia article, it is the teacher who is trying to engage the students.  Although it’s not a bad thing to do, and the suggestions in the article are quite good, I think that the most appropriate and efficient engagement in education is when the learner is doing it.  The learner learns by engaging something — doing something to something and learning from what it does back.

This might be

  • Reading a chapter in a textbook, answering questions, and receiving a grade — probably not the most efficient harnessing of engage energy
  • It might also be the learning that is done by interacting within a digital simulation and discovering concepts of physics by building an engine utilizing the energy of some virtual wind. 
  • It might be the math language learned by playing with wooden blocks and talking about why you are making these stacks to solve this problem. 
  • It might be the engagement involved in writing a blog entry, knowing that your classmates will be reading it and responding to it, or
  • Interacting with a local writer via Skype, or
  • Struggling with the plan for a presentation with two other students standing at the white board.

If, in our conversation, I am seeing student action, when I hear the word engage, then I believe that I am going to be thinking about learning — not the teaching.

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Author: David Warlick

David Warlick has been an educator for the past 40+ years. He continues to do some writing, but is mostly seeking his next intersect between play, passion and purpose, dabbling in photography, drone videography and music production.