cursustekst welbevinden en betrokkenheid op school (met arcering).pdf

# Understanding well-being and engagement in the classroom This topic explores the fundamental concepts of student well-being and engagement and their crucial role in optimal learning, highlighting the teacher's responsibility in fostering these conditions [2](#page=2). ### 1.1 The importance of well-being and engagement for learning Teachers plan lessons with the goal of students achieving learning objectives, guiding them through observable learning behaviors. The focus is on developing "ripening insights and skills" rather than solely on existing knowledge. For optimal learning and development, two core conditions must be met: students' well-being and their engagement. Educators act as facilitators and process managers, possessing the ability to assess and maintain high levels of well-being and engagement. They also have a signaling function when student learning or general development appears to be stagnating. Furthermore, teachers are responsible for diplomatically discussing concerns about at-risk students (those with potentially low well-being and/or engagement) with colleagues, the care coordinator, and primary caregivers [11](#page=11) [2](#page=2). ### 1.2 Defining student well-being Well-being is defined as a special state of emotional life, characterized by signs of satisfaction, enjoyment, and experiencing virtue. Individuals experiencing well-being are typically relaxed, show inner peace, radiate vitality, are open and accessible to their environment, and exhibit spontaneity and authenticity. This state arises when fundamental needs are met, individuals possess a positive self-image, are in touch with themselves, and feel connected to others, ensuring healthy emotional development [6](#page=6). > **Tip:** A good or high level of well-being is a significant prerequisite for engagement in learning activities at school [6](#page=6). #### 1.2.1 Basic needs for well-being The fundamental needs that contribute to ensuring a student's well-being include: * Physical needs [6](#page=6). * Need for affection, warmth, and tenderness [6](#page=6). * Need for security, clarity, and continuity [6](#page=6). * Need for recognition and affirmation [6](#page=6). * Need to experience oneself as competent [6](#page=6). * Need for meaning and moral value [6](#page=6). Meeting these basic needs leads to a higher level of well-being for the student [6](#page=6). > **Example:** Children with good or high well-being are generally happy, can have fun, often appear relaxed, self-assured, and energetic in a supportive classroom and upbringing context that fulfills their basic needs. While they may experience negative emotions like anger or sadness, they generally manage these feelings well, can articulate them, and integrate difficult experiences [5](#page=5). ### 1.3 Defining student engagement Engagement is described as a special quality of human activity, recognizable by concentrated, sustained, and time-forgetting involvement in a task. Engaged individuals are open, motivated, and captivated; they exhibit intense mental activity, expend significant energy, and experience strong satisfaction. This occurs because the activity aligns with their exploratory drive and interests, and it is situated at the edge of their individual capabilities, leading to durable learning [7](#page=7). > **Tip:** High engagement in learning activities is often characterized by concentration and drive, where students become engrossed in the task, learning intensively or deeply, sometimes losing track of time and their surroundings [7](#page=7). ### 1.4 The teacher's role in fostering well-being and engagement Teachers play a vital role in creating a positive and stimulating learning environment. They must be attentive to students' well-being and engagement, as these are indicators of the effectiveness of their teaching methods. Teachers can adapt their didactic decisions based on observations of well-being and engagement, such as providing extra materials, offering different instructional approaches, or creating quiet spaces for students [11](#page=11) [5](#page=5). #### 1.4.1 Observation and assessment of well-being and engagement While teachers automatically observe students through daily interactions focused observation is a more deliberate and research-like process. This involves planning what to observe, when, how, where to position oneself, whether to be noticed, and how to record observations [2](#page=2) [3](#page=3). > **Tip:** "Just peeking into the classroom" without full attention or a specific focus is not considered observation [3](#page=3). ##### 1.4.1.1 Registration methods Various methods can be used to record observations: * **Open registration system:** This involves free-form notation about an individual student, describing events, anecdotes, actions, and interactions [3](#page=3). > **Example:** > **Observation (what the teacher sees)** > Name: Thomas > Class: 2A > Date: … > Time: 10:35, end of playtime > Thomas walks to the line crying, holding something in his pocket. Kevin and Mathias walk behind him, but Thomas pretends not to see them. He positions himself at the very front of the line, next to Marieke. He doesn't react when Kevin... > > **Interpretation (what the teacher thinks/suspects)** > Does he feel threatened [3](#page=3)? * **Semi-closed registration system:** This uses checklists for developmental domains [3](#page=3) [5](#page=5). > **Example of a semi-closed registration system item:** > **Domain and items** | **Well/not well evidence** | **Date…** > Well-being and engagement | | > The degree of well-being and engagement of pupils provide teachers with exclusive information 'whether all their didactic decisions are beneficial and actually help their pupils grow' [5](#page=5). ##### 1.4.1.2 Scoring well-being and engagement The variables of well-being and engagement provide immediate feedback to the teacher about observed student behavior. Scores can be assigned based on observed signals. A mini-guide can facilitate scoring, often using a three-point scale. The Leuvens Engagement Scale is a tool for scoring engagement, with a scale from 1 (no engagement) to 5 (maximal engagement). While engagement can be scored relatively quickly, assessing well-being may require longer observation across different situations. Level 3 for engagement signifies that the student is participating and attentive but lacks the desired energy and concentration, whereas for well-being, it means the student's feelings are not clearly discernible or are very fluctuating, requiring at least level 4 ('The student is ecstatic and this happens often') for a positive assessment [7](#page=7) [8](#page=8). #### 1.4.2 Other methods for understanding well-being and engagement * **Group-level assessment:** Teachers can initially use the scales for well-being and engagement developed by Ferre Laevers at a group level once they are familiar with them. This involves periodically scanning the classroom group, often within 10-15 seconds, to gauge the overall "temperature" and identify students who might be feeling lost. This "360-degree gaze or scan technique" helps teachers observe patterns and evaluate the impact of their teaching practices [9](#page=9). * **Individual-level assessment:** For individual students with potentially reduced well-being and engagement, a more systematic and in-depth approach is taken. This involves examining their various developmental domains not to list shortcomings but to gain a global picture and identify talents, thereby broadening the teacher's perspective for decision-making [9](#page=9). * **Child conversations:** Conversations with children are invaluable for assessing their well-being [9](#page=9). * **Student questionnaires:** Questionnaires designed for students can provide insights into their well-being, with results analyzed at the class and school levels for self-evaluation. These questionnaires may include items about leisure activities, homework completion, and general feelings about the classroom and school [10](#page=10) [9](#page=9). * **School policy analysis:** Analyzing student well-being is a standard part of school evaluations, with inspection bodies providing online questionnaires for schools to investigate student well-being [10](#page=10). > **Tip:** Ferre Laevers emphasizes the importance of identifying students who stand out in the classroom, with interpretations and conclusions for these specific students being supported by observations across varied situations and perspectives, potentially involving multiple educators [9](#page=9). ### 1.5 The three factors: approach, process, and effect There is a consensus in education that as the level of well-being and engagement increases, the quality of education improves. Ferre Laevers suggests considering three factors when examining educational quality [11](#page=11): 1. **Approach (Factor 1):** This encompasses the teacher's didactic approach and all related choices, such as connecting lessons to students' lived experiences, providing clear and tailored assignments, and implementing differentiation measures. Teachers should continually reassess these didactic decisions [11](#page=11). 2. **Process (Factor 2):** This refers to the two essential "green" conditions for optimal learning: the full presence of student well-being and engagement. By observing and reflecting on these process variables, educators can better understand and improve the effects of their teaching practices, thereby promoting student development. This holistic approach addresses both the emotional and cognitive development of students [11](#page=11). 3. **Effect (Factor 3):** This refers to the learning outcomes and development resulting from the teaching approach and the process conditions [11](#page=11). > **Tip:** The feedback provided by the process variables of well-being and engagement is almost immediately available. Teachers do not need to wait until the end of the school year to determine if adjustments are needed or which students require further intervention. Furthermore, educators can assess the success of their interventions during or immediately after implementation [11](#page=11). > **Example of an approach to increase well-being and engagement:** A teacher might decide to enhance well-being and engagement in a learning activity by: > * Increasing the "real-world relevance" through engaging materials, illustrations, or case studies. > * Broadening the offering to challenge both weaker and stronger students. > * Providing choices that align with students' interests. > * Consciously strengthening the self-confidence of students with fear of failure in their interactions with them [11](#page=11). --- # Observation and assessment methods for student learning This topic explores practical techniques for teachers to observe and assess students, differentiating between general and focused observation and various registration methods. ### 2.1 The role of observation in understanding student learning Teachers enter the classroom with a targeted plan to help students achieve learning objectives. This involves breaking down goals into smaller steps, guiding students towards observable learning behaviors, and providing ample practice opportunities for lasting behavioral change. The focus is on "maturing insights and skills" rather than already acquired ones, allowing students to progress incrementally at their own pace. Two crucial conditions for optimal student learning are well-being and engagement. Educators, as learning process facilitators, can assess and foster these conditions, acting as signals when learning or development risks stagnating. They are also responsible for diplomatically discussing concerns about at-risk students with colleagues, such as the school's care coordinator, and primary caregivers [2](#page=2). Teachers aim for the holistic development of their students through a harmonious approach encompassing cognitive, psychomotor, and dynamic-affective-social learning goals. A daily challenge in the classroom is effectively monitoring the well-being and engagement of all students. This is often done implicitly through casual observation of behavior during interactions, activities, or transitions. However, it's impractical to thoroughly register every child's well-being and engagement on any given day. Students showing concerning signals from global observation warrant more focused and selective attention through prolonged, targeted observation. This course aims to clarify the distinction between global noticing and targeted observation [2](#page=2). Human development involves continuous behavioral changes from birth to death, which can be viewed through various developmental lenses (e.g., motor, perceptual, moral). Similarly, a classroom teacher or care coordinator (the "observer") can maintain a specific focus on a child's "degree of well-being" or "degree of engagement". This requires the observer's full attention, not during moments of instruction or complex organization. In education, senses are fully utilized, but the constant influx of stimuli means initial perceptions can be inaccurate, requiring further investigation [2](#page=2) [3](#page=3). ### 2.2 Focused observation techniques True observation involves the teacher looking more intently and with a specific focus, taking the time to derive accurate meaning from what is seen. Teachers can observe students during various times, such as the start of the day, during lessons, physical education, or on the playground. Before observing, a teacher should define [3](#page=3): 1. **What to observe:** Which student(s) and situations [3](#page=3). 2. **When to observe:** Identifying suitable moments [3](#page=3). 3. **How to organize observation:** During independent work, with another teacher present, or using video for self-review [3](#page=3). 4. **Optimal seating position** [3](#page=3). 5. **Whether participants should notice the observer's presence** [3](#page=3). 6. **The best method for recording observations** [3](#page=3). Simply "glancing into the classroom" without full attention or a defined focus is not true observation; observation is a form of research. During focused observation, educators use registration forms to document observed student behavior. These registrations form the basis for tentative interpretations and eventual conclusions over time [3](#page=3). #### 2.2.1 Registration methods A selection of possible registration methods includes: ##### 2.2.1.1 Open registration system This system uses open notation to record observations about an individual student, detailing the course of events in the observer's own words. It captures events, anecdotes, actions, and interactions [3](#page=3). > **Example:** > **Observation (what the teacher sees)** > **Name:** Thomas > **Class:** 2A > **Date:** … > **Time:** 10:35 AM, end of playtime > > Thomas walks crying to the line, holding something in his pocket. Kevin and Mathias follow him, but Thomas ignores them. He positions himself at the front of the line, next to Marieke. He doesn't react when Kevin shouts that Thomas brought marbles that aren't his. He also doesn't react when Marieke says that's not true. He doesn't speak to anyone but is still sniffling. He also doesn't react when I ask if they are his marbles. I tell the boys we will resolve it in class, after which Thomas suddenly pulls the marbles from his pocket and rolls them across the playground. > > **Interpretation (what the teacher thinks/suspects)** > Does he feel threatened? Is he bullying others... or is he being bullied? Marieke defends him. Further observation and discussion needed [3](#page=3). ##### 2.2.1.2 Open registration system using a logbook for group observation This method involves a class logbook for observing group dynamics and participation [4](#page=4). > **Example:** > **Class Logbook 4B** > **Date:** … > **Observations regarding:** Participation in group work > **Observer:** Tine > > **Stien:** > Starts immediately with task division. > Carries out the analysis of the task alone and creates a sketch. > Takes the lead; asks for everyone's preference and takes what's left. > Continues working engaged on her task without looking up. > > **Jan:** > Sighs upon hearing the assignment. > Is not ready when Stien is already dividing tasks. > Searches his pencil case for something, then nudges Elien to ask for a ruler. > Responds confusedly when asked for his preference but chooses 'something with drawing'. > Once others have started, he calmly reads the assignment and begins. > > **Wouter:** > Has started immediately, works quickly, spontaneously keeps track of time. > Voices aloud how he wants to proceed. > Comments on what others are doing. > Urges the group to keep working. > Eyes are constantly focused on the materials used. > > **Elien:** > Does not start immediately, looks at what others are doing and says how they should do it differently. > Constantly watches how others work. > Then asks Jan how she should approach her work. > > **Vanessa:** … > **Corneel:** … [4](#page=4). ##### 2.2.1.3 Semi-closed registration system using a checklist for developmental domains This system uses a checklist for specific developmental domains, noting whether evidence for certain items is present or not [5](#page=5). > **Example:** > **Name:** Katrien > **Age:** 7 years > **Grade:** First grade > **Domain and items** | **Evidence Present/Not Present** | **Date** … > --- | --- | --- > **Writing motor development** | | > Shows preference hand | ☺ | > Takes paint brush in left hand when painting | | > Takes pencil in left hand when writing | | > Has a correct writing posture | | > Face very close to the paper | | > Uses a good pincer grip | ☺ | > Uses pincer grip when writing and drawing | | > Also picks up small objects with pincer grip | | > Can accurately trace letters in writing exercises | ☺ | | > Can write the learned letters between the lines | | > Overwrites the top line | | > … | | [5](#page=5). ### 2.3 Well-being and engagement as indicators of learning The degree of student well-being and engagement indicates whether teachers' didactic decisions are beneficial and promoting student growth. Teachers can reconsider their teaching strategies based on these indicators, such as providing extra materials, offering different visual representations of instructions, supplying noise-canceling headphones, or creating quiet spaces for students to talk or work. This positively influences children's learning and development [5](#page=5). Children with good or high well-being are in a classroom and upbringing context that meets their basic needs. They generally feel happy, can have fun, often appear relaxed, confident, and energetic, and are in tune with themselves. While they may experience negative emotions like anger or sadness, they typically know how to manage these feelings, find words for them, and process difficult events [5](#page=5). Scoring engagement can be much faster than scoring well-being, as student engagement in a learning activity is directly measurable. The Leuven Engagement Scale, developed for this purpose, originally comprised five levels, with level 1 signifying no engagement and level 5 indicating maximum engagement. Unlike well-being, which may require longer observation across various situations, student engagement can be scored relatively quickly. Level 3 engagement means the student participates and pays attention but lacks the desired energy and concentration. For well-being, observing a student's true feelings can be difficult or highly variable; a minimum of level 4 ("the student is over the moon, and this happens often") is needed for a positive indication [8](#page=8). ### 2.4 Alternative approaches to assessing well-being and engagement It is neither possible nor necessary to conduct extensive observation and registration for all students in a class. The well-being and engagement scales developed by Ferre Laevers can initially be used at a group level, provided the scales are well understood. Educators should select moments when they can dedicate real attention to these observations, using the "miniguide scales as a 'lens'". By scanning the classroom and moving their gaze from child to child, teachers can assess the level of engagement (from 1: no engagement to 5: total engagement). This is a process-oriented way of observing what is happening in the class group, allowing teachers to adjust their work accordingly. Ferre Laevers refers to this as the "360-degree gaze or scan technique," which provides a quick "temperature check" of the class group in 10 to 15 seconds, indicating how students are doing and if any feel lost. This technique helps identify patterns and serves as a benchmark for the effectiveness of the teacher's role as a learning process facilitator and educator [9](#page=9). Teachers should consider the question: "If I recall the last three weeks for each student, how much engagement and well-being have I observed on a five- or three-point scale?". This reflection should be based on varied lesson moments rather than a single instance. If it's difficult to precisely assess a student, this exercise can help identify those who blend into the crowd and warrant closer observation [9](#page=9). When focusing on individual students, a more systematic and in-depth approach is necessary. For students with reduced well-being and engagement, it's important to examine their various developmental domains, not to list shortcomings, but to gain a holistic picture and identify strengths. This broadened perspective informs decisions for the student [9](#page=9). Ferre Laevers does not advocate for constant checklist ticking for the entire class or for registration systems with excessive planning burdens. However, he believes school teams should identify students who stand out. Interpretations and conclusions for these specific students should be supported by observations across varied situations from different angles, ideally involving multiple observers [9](#page=9). Child conversations at school are also invaluable for understanding the level of well-being in the class group. These conversations serve to gauge student well-being. Additionally, numerous questionnaires for students about their well-being exist, with results analyzed and synthesized at class and school levels as a self-evaluation tool for teachers and the entire team. Such questionnaires include items like [9](#page=9): --- # Factors influencing learning and the teacher's approach This section explores how a teacher's didactic and relational approaches, alongside student well-being and engagement, contribute to educational quality [11](#page=11). ### 3.1 The three factors of educational quality: approach, process, and effect A consensus exists in education that increased well-being and engagement correlate with higher educational quality. Ferre Laevers identifies three key factors to consider when evaluating educational quality: approach, process, and effect [11](#page=11). #### 3.1.1 The approach factor The "approach" factor encompasses the teacher's didactic strategies and all related decisions. This includes how well the teacher connects lessons to students' real-world experiences, provides clear and tailored assignments, and implements differentiation measures. Laevers emphasizes the importance of teachers creating a positive and stimulating learning environment [11](#page=11). > **Tip:** Teachers should continuously review and adjust their didactic decisions to optimize learning. #### 3.1.2 The process factors: well-being and engagement For optimal learning to occur, two crucial conditions, referred to as "green conditions" or process variables, must be met: student well-being and student engagement. By observing and reflecting on these process variables, educators can better understand and improve the effects of their teaching practices on student development. This holistic approach considers both the emotional and cognitive development of learners [11](#page=11). > **Tip:** The feedback from well-being and engagement is almost immediately available, allowing teachers to make timely adjustments without waiting until the end of the school year. ##### 3.1.2.1 Immediate feedback loop A significant characteristic of well-being and engagement is the rapid availability of feedback to the teacher. For instance, a class with low engagement stemming from a particular didactic approach provides immediate signals for adjustment. This allows educators to identify students who may require further intervention promptly. Moreover, teachers can assess the success of their interventions during or immediately after implementation [11](#page=11). > **Example:** A teacher introducing new, engaging materials to enhance the "reality content" of a lesson can observe students' reactions and engagement levels in real-time and adjust the approach as needed [11](#page=11). #### 3.1.3 The effect factor The "effect" factor refers to the outcomes of the teaching-learning process, which are observed through the lens of student well-being and engagement [11](#page=11). #### 3.1.4 Teacher's relational approach Beyond didactic strategies, a teacher's relational approach to students also significantly influences their learning outcomes. This includes building relationships with individual students and fostering positive group dynamics among learners [12](#page=12). > **Tip:** While this section focuses on the teacher's approach, understanding how to build relationships with individual students and promote group cohesion is crucial for effective teaching [12](#page=12). --- ## Common mistakes to avoid - Review all topics thoroughly before exams - Pay attention to formulas and key definitions - Practice with examples provided in each section - Don't memorize without understanding the underlying concepts

| Term | Definition | |------|------------| | Well-being | A state of feeling content, happy, relaxed, confident, and energetic, where basic needs are met and individuals can manage emotions effectively. | | Engagement | A quality of human activity characterized by focused, sustained, and time-oblivious involvement in tasks, driven by interest and individual capabilities, leading to lasting learning. | | Teacher | An educator responsible for guiding students' learning and personal development, aiming to achieve learning objectives and foster student growth. | | Learning Objectives | Specific goals that students are expected to achieve during a lesson or unit of study. | | Tussendoelen (Intermediate Goals) | Step-by-step goals formulated as targeted titles, used by teachers to guide students towards observable learning behaviors. | | Didactic Approach | The teaching methods and strategies employed by a teacher, including lesson planning, task design, and the creation of a positive learning environment. | | Process Variables | Factors like well-being and engagement that provide immediate feedback to the teacher about the effectiveness of their teaching practices. | | Effect | The outcome or impact of teaching practices on student development and learning. | | Observation | A focused and deliberate method of gathering information about students by carefully watching and recording their behavior and interactions. | | Registration Methods | Techniques used by teachers to systematically record observations, such as open note-taking, logbooks, and checklists. | | Basic Needs | Fundamental requirements for well-being, including physical needs, affection, safety, recognition, competence, and meaning. | | Holistic Approach | An educational philosophy that considers both the emotional and cognitive development of students. | | Leuvens Betrokkenheidsschaal (Leuven Engagement Scale) | A tool developed to measure student engagement in learning activities, typically on a five-point scale. | | 360-degree Scan | A technique where a teacher quickly assesses the overall engagement and well-being of the entire class group. |