Gallup: Most teachers aren’t ‘engaged’

Only 31 percent of teachers are “engaged” in their work,  according to a new Gallup report, State of America’s Schools.

“Engaged” teachers are “involved in, enthusiastic about, and committed to their work . . . know the scope of their jobs and constantly look for new and better ways to achieve outcomes.”

Just over half (56%) are “not engaged” — meaning they may be satisfied with their jobs, but they are not emotionally connected to their workplaces and are unlikely to devote much discretionary effort to their work.

About one in eight (13%) are “actively disengaged” — meaning they are dissatisfied with their workplaces and likely to be spreading negativity to their coworkers.

Looking at the average U.S. worker, 30 percent are engaged, Gallup estimates.

Compared to other workers, teachers are more likely to say they have the opportunity to do what they do best every day at work.

However, “teachers are dead last among the occupational groups Gallup surveyed in terms of their likelihood to say their opinions seem to count at work.” Teachers also ranked last in believing their supervisor creates an “open and trusting environment.”

Fifty-five percent of students say they’re engaged and only 17 percent are “actively disengaged,” Gallup found. However, students become less engaged as they get older. 

In a 2009 Gallup study, “a one-percentage-point increase in a school’s student engagement GrandMean was associated with a six-point increase in reading achievement and an eight-point increase in math achievement scores.”

Bored in class? Deal with it

Nancy Flanagan writes about bored students and boring teachers at Teacher in a Strange Land.

Boredom isn’t an excuse for bad behavior, she starts.

If you’re bored, see it as an opportunity to figure out why. In addition, bear in mind that many excellent life habits are established through repetition and plodding along.

Boredom isn’t a sign the curriculum or teaching has been “dumbed-down,” Flanagan adds. “Practicing almost anything can feel boring, at times.”

Buying into kids’ boredom as valid reason for disconnecting or misbehaving corresponds to another fallacy: the idea that “good” teachers should make every lesson novel and entertaining to kids. True, there is a strong acting/entertainment factor in dynamic teaching. Great teaching should inspire learning through more than attention-grabbing, however.  Reminder: the person who does the–hard, and occasionally monotonous–work of learning is the student. It doesn’t matter how many white-lab-coat chemical explosions they witness, or if their fifth grade teacher dresses up like Amelia Earhart–there is no learning without diligent effort on the part of the child.

Boredom is not a sign of giftedness, Flanagan writes.

Students who “own their boredom” can find ways to deal with it, she advises.

I went through school before the invention of “gifted and talented education.” There was no tracking till high school. I read in class, which made it possible to go through 10 books every two weeks. (When the library gave us three weeks, I started reading longer books.) It’s the core of my education.

Poor kids, good teachers

Teachers can make a difference for low-income students, writes Eric Jensen in Ed Week.

Jensen, the author of Engaging Students with Poverty in Mind, just finished a study of 12 high-poverty schools. Half scored in the top quartile in their state; the other half were in the lowest quartile. The demographics were the same for the high and low performers. The values were similar.

When I offered statements such as, “I believe in my kids,” both school staffs said, “I strongly agree.” So, what was different?

It’s not poverty that makes the difference; it was the teachers. The difference was that the high-performing teachers actually “walked the walk.” First, the classroom and school climate was MUCH better at the high-performers. Secondly, the teachers at the high-performing schools didn’t complain about kids not “being smart” or being unmotivated. They made it a priority and built engagement, learning, thinking and memory skills every day. In short, they didn’t make excuses; they just rolled up their sleeves and built better student brains.

His list of “what we have learned (so far) to boost student achievement in high-poverty schools” includes:

High expectations are not enough. Help students set crazy high goals, and then actively point out to them how their daily actions connect to their long-term goals.

The most important cognitive skills to build are: 1) reasoning, 2) working memory, and 3) vocabulary usage.

Increase feedback on the learning and zero it in on the specifics of effort used, strategies applied or attitude engaged.

A positive attitude is “priceless,” if it leads to action, Jensen adds. If it doesn’t, it’s “useless.”

How to succeed at community college

Community colleges are finding ways to engage students and raise their odds of success, a new study finds. One college warns students they must show up for class or be kicked out.

In Tennessee, volunteer “success coaches” help first-generation students fill out college forms, apply for financial aid and navigate the system.

College grads are less ‘engaged’ at work

Engagement by Education Level

College-educated Americans aren’t as engaged and challenged at work as less-educated workers, a new Gallup survey finds. That’s true for all ages and professions. Those with “some college” or a degree were less likely to say that “at work I have the opportunity to do what I do best every day.”

Gallup’s employee engagement index categorizes workers as engaged, not engaged, or actively disengaged. Engaged employees are involved in and enthusiastic about their work. Those who are not engaged are satisfied with their workplaces, but are not emotionally connected to them — and these employees are less likely to put in discretionary effort. Those workers categorized as actively disengaged are emotionally disconnected from their work and workplace, and they jeopardize the performance of their teams.

A majority of college graduates are unengaged — going through the motions — but only 16.7 percent are actively disengaged malcontents, according to Gallup. Not surprisingly, graduates with a managerial or executive job are the most engaged workers.

Many college graduates never took the time to “think carefully about they actually like to do” and what they’re best at, speculates Brandon Busteed, who runs Gallup Education. Then there are “too few jobs for college grads in general, or too many degrees misaligned with the jobs available in the workplace.” In short, the demand for film, theater, anthropology and sociology majors is limited.

At the very least, we have a lot of college graduates getting jobs that don’t put their best talents and skills to work because of a big disconnect between degrees conferred and the jobs available today. At worst, we have a college system that is not helping students accomplish the most fundamental need — getting them closer to what they do best.

Half of recent graduates are in jobs that don’t require a degree, according to a 2012 Gallup/Lumina Foundation poll.

Schmoker: Teach teachers how to structure lessons

well-structured lesson is one of  “the most effective known instructional practices,” writes Mike Schmoker, author of Focus: Elevating the Essentials to Radically Improve Student Learning, in Teacher. Yet, in most schools, “successive waves of (mostly) unproven innovations and policy requirements” have marginalized lesson design.

An effective lesson starts with a carefully-formulated, clearly-stated purpose or “learning objective” accompanied by a brief preview or explanation of why that objective is worth learning and—of particular importance—how it will be assessed. This is followed by “modeling” or “demonstrating”—whereby teachers not only explain but explicitly show students, in very small, deliberately-calibrated steps, how to do the working and thinking necessary to succeed on that day’s assessment. .

Students should practice each step the teacher has modeled under the teacher’s eye, writes Schmoker. Instead of trying to tutor individual students, the teacher must “adjust instruction” by re-teaching a step or “enlisting students’ expertise by having them work in pairs to help each other.”

The name of the game is to repeat this cycle for each phase of the lesson until all or almost all students are ready to complete the day’s assignment, project, or assessment by themselves . . .

These elements “reduce boredom, increase student engagement, and guarantee significantly higher rates of student success on assessments of everything from content mastery to critical and creative thinking, to close reading, writing, and problem-solving,” writes Schmoker.

Numerous studies indicate that just three years of highly effective instruction will allow students to make average gains between 35 and 50 percentile points—effectively altering their academic trajectory. Dylan Wiliam’s oft-cited research found that when instruction embodies these elements, students will gain an additional six to nine months of academic progress each year. . . . Matched with even decent curriculum and increased opportunities for academic reading, writing, and discussion, the impact of such lessons would indeed be game-changing.

Yet he visits dozens of schools every year and rarely sees clear learning objectives and reteaching to ensure understanding for every student. “This is a scandal on the order of refusing to administer life-saving antibiotics to needy patients,” Schmoker concludes.

Adjusting instruction on the fly for a class of students with different abilities, prior knowledge and motivation sounds a lot harder than administering antibiotics.

Superfun sameness

In a New York Times op-ed, editor Pamela Paul points out a “farcical reversal” of our concepts of work and play: “schoolwork is meant to be superfun; play, like homework, is meant to teach.” Video games in particular have reversed (or mixed up) these roles; schools are making increasing use of video game technology in the classroom, while many recreational video games come packaged with a purported educational purpose. This ends up compromising both study and play:

Many of the games marketed as educational aren’t as much fun as video games children would play if left to their own devices. But the added bells and whistles still make it harder for them to focus on plain old boring work sheets and exams. Imagine how flat a work sheet would seem after a boisterous round of Zap the Math From Outer Space.

I agree with Paul but would call this “superfun sameness” instead. Study and play have become more and more alike–especially when “driven” by computer games. What’s more: they are alike in a disturbing way: hyped up, cloyingly interactive, and oh, so much fun. The result: students lose tolerance for things that seem slightly boring at first.

This happens on many fronts (not only with video games). Students get the message that their studies are supposed to be immediately gratifying and tailored to them. I often hear students (not at my school specifically, but in many places) complain that this or that book isn’t “relevant” to their lives and that they don’t enjoy it. What they’re really saying is that they haven’t learned to exercise patience and stretch the imagination.

I haven’t tried this experiment, nor do I plan to do so, but I’m willing to bet on the outcome: Give a high school class a unit on Hamlet. One group gets just the book (and a few video clips of performances); the other gets an interactive Hamlet video game, where they get to take photos of their friends and dress them up as the characters, follow the ghost around the castle, reenact the final swordfight, etc. Each group is aware of the other. One week into the project, students are given a survey on their interest levels and their desire to remain in their current group. The survey is repeated at the completion of the unit and then a year later. I imagine the first survey would show many students wishing to switch from the book group to the video group (but not vice versa); the second survey would have a less pronounced result, and the final survey would show a preference for the book group.

In other words, if you can persuade kids to stick with something that’s initially difficult or not palpably fun, you see their interest grow over time. But if you give up, you encourage the “relevance” crutch: you feed their demand for studies that feel good and seem to meet their needs and wants, right now. “Relevance” and “fun” are not exactly the same, but in their shallowest form they become close to synonymous. When omnipresent, they become that shallow.

It takes a lot of energy to get students to stick with something in their studies that doesn’t immediately grab them–but it’s worth the struggle. Then they become capable of a larger range, and they overthrow the tyranny of relevance.

In contrast with Paul (or seeming contrast), I see many instances where play could be educational (for instance, working with an electronics kit) and study could be fun (for instance, learning songs in Russian). The problem lies not in the overlap but in the homogeneity, the cutesiness, and the appeal to a lazy part of the mind and character.

Lively minds

What makes a mind come alive? Part three of A Year at Mission Hill looks at how teachers at the Boston K-8 “pilot” school plan curriculum to engage their students.

‘Deep learning’

Teachers are looking for ways to engage students in “deep learning,” reports John Tulenko on PBS.

At King Middle School in Portland, Maine, science teacher Peter Hill’s eighth graders started a four-month study of energy  by building robots. They’ll finish by designing an energy device that could help people somewhere in the world.

Gallup: As students age, they disengage

The longer students stay in school, the less engaged they become, reports Gallup.

Seventy-six percent of fifth graders who participated in a student poll said they’re engaged with school. By middle school that fell to 61 percent of students. Only 44 percent of high school students were engaged.


Explanations for the burn out range from “our overzealous focus on standardized testing and curricula to our lack of experiential and project-based learning pathways for students — not to mention the lack of pathways for students who will not and do not want to go on to college,” Gallup concludes.