CENTER FOR HUMAN RESEARCH AND DEVELOPMENT FOUNDATION, INC.

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Assessment on Promoting Student Engagement in Any Settings

Name of Participant/s SARAH MAE G. PEREZ

School/ District BARAKA ELEMENTARY SCHOOL-NORZAGARAY WEST

SDT Psychological Needs

Sense of Relatedness
Sense of Autonomy
My Classroom Practices
As new elementary teacher relationships are the heart of teaching experiences. Strong
relationships between teachers and students, students and their peers and community offer
positive learning experiences for students in a school. The feeling of relatedness in the
context of learning experiences is vital to the students in achieving their learning outcomes,
building their social skills and developing positive attitudes. Establishment of good values
begins from social relations during school years. Through learning experiences, students are
exposed to diverse knowledge in disciplines whereby they learn how to be respectful in
deliberating arguments, to develop teamwork in achieving academic goals and to establish a
network for presence and future career plans. In addition, through designed learning
experiences, students learn to care about others, open-minded and concern about the well-
being of local and global communities. For example, via service learning, students learn how
to appreciate climate changes that affect their everyday life and thus other’s life. That is why
we have to plan the learning experiences in order to facilitate meaningful learning for the
learners.
Teachers can focus on creating responsible and autonomous learners through the use of
appropriate student choices. Providing opportunities to choose topics of interest stimulates
students’ natural curiosity and eagerness to learn. However, providing choices is most
effective in contexts where students are individually supported by others in caring and
challenging learning communities. In these cultures, and climates for learning, students are
more likely to develop diverse competencies needed to be successful lifelong learners.
Stimulating curiosity is fostered when students are encouraged to work collaboratively with
their teachers and peers in finding answers to their questions in inquiry-based learning
environments. Having choices allows even young children to learn ways to take control or
ownership over their own learning. This, in turn, helps students develop a sense of
responsibility and self-motivation.
 A strong sense of personal competence is necessary for children to persevere in the face of
challenges, to step out of their comfort zones, and have positive self-esteem. It is also an
important quality to help children grow into adults who are able to independently manage the
responsibilities of life. Providing children opportunities to help with tasks promotes a sense
of competence and usefulness. Engaging in tasks such as passing out papers in class,
watching a younger sibling for a few minutes, or cutting up veggies for dinner help children
Sense of Competence
feel useful and encourage responsibility. These all fuel a sense of “I can do it,” which is the
key to feeling competent. Children with low frustration tolerance may require very brief
simple opportunities to help initially; but as they feel more competent, they will be able to
engage with more complex tasks for longer periods of time. Make sure your children and
students have the opportunity to help with something on a daily basis.

Scoring Rubric:

Alignment of Practices Identified classroom teaching practices that are aligned with the three core needs of
to the Psychological students that facilitate their learning and development 4 points
Needs
Explanation communicates the fit between the classroom teaching practices and the
Clarity of Explanation psychological needs showing the relevance and enrichment it brings to improve student 6 points
engagement