#studentengagement

[persimmonsrain]

Teaching = connecting

Teaching, at its core, is a deeply human endeavor. Beyond instructional strategies and curriculum outcomes, what often sustains teachers through the demands of the profession is not just the act of teaching itself but the relationships formed within it. Human connection in the classroom is not a sentimental bonus; it is a central, evidence-based contributor to both teacher effectiveness and well-being.

Educational psychology increasingly acknowledges teaching as an emotionally laborious and relational practice. As Hargreaves (1998) asserted in his seminal work, The Emotional Practice of Teaching, "Good teaching is charged with positive emotion. It is not just a matter of knowing one's subject, being efficient, having correct competencies, or learning the right techniques." Rather, good teaching “arises out of the relationships teachers build with their students.”

This idea is echoed and expanded upon by Sarah Mercer (2016), who emphasizes that language teaching in particular is inherently affective and relational. She argues that the quality of interpersonal relationships in the classroom significantly impacts both learner success and teacher well-being. Teachers who feel connected to their students are more likely to experience intrinsic motivation, job satisfaction, and resilience (Mercer, 2016; Yin et al., 2019).

From a cognitive science perspective, the social brain hypothesis suggests that our brains are evolutionarily wired for connection (Dunbar, 1998). Social interactions stimulate neural circuits related to empathy, reward, and meaning-making suggesting that the emotional bonds we form in classrooms are not only psychologically satisfying but neurologically reinforcing. This could explain why something as simple as a student’s enthusiastic participation, or an appreciative glance during a lesson, feels deeply rewarding.

Positive psychology offers further insight. Fredrickson’s Broaden-and-Build Theory of Positive Emotions (2001) posits that positive emotional exchanges such as those between teacher and student enhance our cognitive flexibility, build resilience, and create upward spirals of well-being. These brief yet powerful moments of interpersonal resonance contribute not only to teacher flourishing but to more dynamic, trusting classroom environments.

In practical terms, these human interactions can turn a routine lesson into something meaningful. A simple “thank you” after class, a student bravely asking a question, or the shy learner finally laughing out loud, these micro-moments of trust and joy are small, but they accumulate. They are often what teachers remember long after the term ends.

As a language teacher, I often receive affirmations from my students, verbal and non-verbal, that they feel safe, seen, and engaged. These connections don’t just help them learn. They help me teach.

There are days when I enter the classroom exhausted, uncertain, or quiet from life’s weight. And then, something shifts. A student greets me with a smile, another asks a follow-up question from yesterday’s lesson, and sometimes the quietest one says, “I like today’s activity.” These may seem like small things, but in the life of a teacher, they are everything. They remind me that presence matters. That being human in the classroom isn't a flaw; it's a gift.

And so, while we prepare our materials and plan our outcomes, it’s worth remembering that no learning happens in a vacuum. The relational space we co-create with our students may be the most powerful pedagogy of all.

It is in those shared silences, honest laughter, and mutual care that we not only build understanding but belonging. And in that belonging, we teach and are taught in return.

How do you nurture meaningful connections in your own learning or teaching spaces?

Selected References:

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.

Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854.

Mercer, S. (2016). Teacher well-being and the complexity of language teaching. In Gkonou, T., Tatzl, D., & Mercer, S. (Eds.), New Directions in Language Learning Psychology (pp. 103–123). Springer.

Yin, H., Huang, S., & Wang, W. (2019). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 16(24), 4701.

Dunbar, R. I. M. (1998). The social brain hypothesis. Evolutionary Anthropology, 6(5), 178–190.

[gamifiedlearner]

The Science Behind Why Kids Love Gamified Learning (And Why Parents Should Care)

Okay so here's something that's been bugging me lately. Your kid can literally spend 3 hours trying to beat the same video game level over and over, but suddenly they "can't focus" on studying for 20 minutes?

Plot twist: it's not because they're lazy or don't care. It's actually about how their brain works, and gamified learning platforms are finally catching on to this.

What's Actually Happening in Their Brain

When kids play games, their brains release dopamine. You've probably heard of it, it's basically that feel-good chemical that makes us want to keep doing something. But here's the thing: dopamine isn't just about feeling good. It's your brain's way of saying "hey, this matters, pay attention to this."

Regular studying? Barely any dopamine release. Gamified learning? Completely different story. That's why gamification in education is becoming such a game-changer for student motivation.

Why Gamification Works So Well for Students

There are three main things gamified learning platforms do that textbooks just... don't.

First, there's instant feedback. In a game-based learning environment, students know right away if they're doing well or messing up. You don't have to wait a week for your teacher to grade a test. That immediate response keeps kids engaged because their brain actually gets the information it needs to improve.

Second, you can see your progress. Those progress bars, badges, level-ups—they're not just decoration. Our brains genuinely respond to visual proof that we're getting better at something. It's why reward-based learning systems work so well for building study habits.

Third, rewards for studying. This one's huge. Our brains are literally hardwired to respond to reward systems. When students earn points or unlock achievements for learning, their brain processes it as a real accomplishment. Because it is.

Turning This Into Real Learning with Cubegon

So here's where it gets interesting. What if you could make studying work the same way as gaming?

That's basically what Cubegon does. It's a self-learning platform that rewards students for studying. Students earn actual rewards through the Cubegon app, they can track their progress visually, and they get that same dopamine response, except now it's from learning actual material instead of just playing Fortnite.

Cubegon combines gamification of education with practical learning tools. It's not about tricking kids into studying. It's more about working with how their brains naturally function instead of constantly fighting against it. The platform turns education into something interactive and rewarding, which is exactly what modern students need.

Does Gamified Learning Actually Help Though?

The research is pretty clear on this. Gamified education platforms have been shown to increase student engagement by around 60%, improve how well students remember information, help build consistent study habits, and honestly just make learning suck less.

The best part is that kids using gamified learning apps don't even think of it as "studying." They just know they're having fun and getting rewarded, and somehow they're also learning stuff. That's the power of gamification in education.

Final Thoughts on Gamified Learning Platforms

Your kid's brain isn't broken. It's just optimized for a different type of learning than what traditional homework provides. Gamification basically meets them where they already are.

If you want to see what this looks like in practice, check out Cubegon at cubegon.app. Cubegon is a self-learning platform that rewards students for studying and turns the whole education thing into something that doesn't feel like pulling teeth. It's one of those ed-tech platforms that actually gets how student motivation works.

The gamification of education isn't just a trend, it's a better way to help students learn. Platforms like Cubegon prove that when you combine rewards for studying with solid educational content, students actually want to engage with their learning.

Because honestly, learning should feel less like homework and more like leveling up in real life.

What's been your experience with gamified learning? Have you tried Cubegon or other reward-based learning platforms with your kids? Drop your thoughts below.

Study smarter with streaks, challenges, AI doubt solving, and real rewards.

[cpsuccess]

Rapper Lizzie G Pursues Hip Hop Dream — And Does It Without Profanity

Lizzie G is a lifelong Morgan Park resident who first picked up a microphone at age 11.

Clissold Elementary and Curie High School alumnus, Elizabeth “Lizzie G” Elie, bringing her positive message to Chicago Public Schools!

A lifelong Morgan Park resident, Lizzie G performs exclusively clean songs — without curse words or profanity. It's an approach that some Chicago-area DJs have told her could be keeping her from a wider audience.

But Lizzie G, 25, isn't about to change. Instead, she's taking her positive message to schools in Chicago and beyond, teaching students about music and culture through the medium she first began toying with at age 11.

Her latest album, "Level Up" debuted in March and includes the song "No Bully Zone." The track encourages students to stand up to school bullying by reporting what they see. And besides performing her songs, she also works with students to create their own music in after-school programs and works as a motivational speaker.

"I want these kids saying, 'Oh yeah, Lizzie G was the artist that motivated me,'" said Lizzie G, a product of Morgan Park's Clissold Elementary School.

She became passionate about hip hop as a student at Curie High School in Archer Heights. Her song "Crank Dat Finess" featured lyrics that included instructions for accompanying dance moves. It remains her most requested song.

[viriaindia]

Smart admissions start with automated communication—faster inquiries, smoother updates, better student engagement with Viria.io.

[curiouslearner25]

Engagement and Active Learning : Hands-On to Mind-On

PIDP 3250 - Instructional Strategies

Assignment 1: Reflective Writing - Part 2

Chapter 3: Engagement and Active Learning

Submitted by : Deepa Bhatia Dhingra

Student ID: 000507596

Vancouver Community College

Submitted to: Chris Carroll

June 22, 2026

This reflection is based on the quote : "New information results in meaningful learning only when it connects with what already exists in the mind of the learner" (Barkley & Major, 2020, p. 22).

Objective : What is this quote or idea about? What caught your attention?

The above mentioned quote captures the key message of Chapter 3. It simply challenges every teacher's assumption about what they do. Moving from transfering of information from instructor to student, it emphasizes that learning occurs when students actively connect new ideas to their existing knowledge, experiences, and understanding of the world.

As Angelo and Cross (1993, as cited in Barkley & Major, 2020) remind us, “teaching without learning is just talking” (p. 3). This shifts the focus from what the instructor teaches to how learners make meaning from what is being taught.

The chapter also builds a compelling case for active learning  not as a teaching trend or classroom technique, but as a biological and cognitive necessity. 

From neuroscience, we learn that the brain stores learning as networks of neurons that fire together  and that repetition strengthens those networks while disuse dissolves them. When adults encounter new information, they either assimilate it into existing networks (if it fits) or accommodate it by restructuring what they already know (Svinicki, 2004, as cited in Barkley & Major, 2020). 

From cognitive psychology, Cross (1999, as cited in Barkley & Major, 2020) introduces the concept of schema - organised mental structures built from facts, ideas, and associations accumulated through lived experience. The richer the schema, the more easily new information is absorbed. 

The chapter also identifies two important dimensions of transfer :

-The brain's ability to apply prior learning to new situations : A. Positive transfer occurs when existing knowledge accurately supports new learning. B. Negative transfer occurs when it misleads. 

- Near and Far Transfer :  A. Near transfer happens automatically when situations look alike. B. Far transfer occurs when students take what they have learned and use it in a different real-world situation, requiring them to think more deeply and make new connections. This often requires instructors to intentionally design learning activities that support those connections.

Finally, Sousa (2006) explains that there are two key factors that influence long-term memory: sense and meaning. Meaning plays more important role as the information that is personally meaningful is much more likely to be remembered than information that only makes logical sense.

Reflective : Why did you choose this quote or idea? How do you identify with it?

This idea resonated with me immediately and personally. Across my 36 year career in media sales, advertising, and leadership, I spent a significant amount of time training junior sales professionals. They often came with product knowledge but struggled to translate it into meaningful client conversations and real-world selling situations. I now realize it was often disconnected from the learners’ existing understanding. Most trainees had no prior schema for selling television sponsorships, so the information had no place to “attach” to pre-existing mental files.

The sessions that truly worked were where I asked trainees to recall a moment when they had persuaded someone truly. Through this, they could access a personal experience of influence or persuasion. That existing schema became the bridge. From there, new concepts for TV advertising sales could be meaningfully layered on top.

Reading Barkley and Major (2020), I recognise that what I was doing instinctively in those better sessions was activating prior schema before introducing new content. What I was doing in the weaker ones was ignoring schema entirely and wondering why nothing stayed with them.

This reflection strongly connects to my own learning as well. As I engage with Chapter 3, I find myself naturally linking concepts such as schema, transfer, and memory to real experiences in sales training and leadership. These connections are what make the theory meaningful rather than abstract. 

This reflection also made me think about learners who struggle in classrooms. Before reading this chapter, I often viewed disengagement as a lack of effort or interest. Now I recognize that students may simply be unable to see how new information connects to what they already know. Without that connection, learning becomes difficult and sometimes frustrating.

Interpretive  : What does it mean to you? What insights did you get from the quote or idea? How has your thinking changed by reflecting on this quote or idea?

This chapter changed something fundamental in how I think about preparing to teach. Barkley and Major (2020) explain that learners build understanding through existing schemata and prior experiences. The question I would earlier ask myself was : how do I explain this clearly? The question I need to ask now is: what do my learners already know, and how do I build from there?

The discussion of transfer was particularly meaningful to me. The chapter explains that learning becomes more powerful when students can transfer knowledge from one situation to another. In sales, this happens when a learner applies a negotiation strategy learned in class to a real client meeting, whether for TV or for digital advertising sales. The principle is identical. The context looks completely different.

I was also fascinated by the neuroscience behind learning and Sousa's (2006, as cited in Barkley & Major, 2020) finding about meaning versus sense. A student can follow the logic of a selling framework perfectly well and still would have forgotten it entirely by the following week. But a student who can see clearly and personally knows that framework will change their very next client conversation is far more likely to carry it forward. This means that every concept I introduce needs a genuine, specific answer to the question my learners are silently carrying: why does this matter to me, right now? The 24-hour retention window made this urgency impossible to ignore. The greatest loss of newly acquired learning occurs in the first 18 to 24 hours (Sousa, 2006, as cited in Barkley & Major, 2020).

This chapter strengthened my belief that adult learners bring tremendous value into the classroom. Cross (1999, as cited in Barkley & Major, 2020) describes schema as an organised mental structure built from lived experience and adult learners in a sales management course arrive with extraordinarily rich ones. Every client relationship, every negotiation, every campaign that worked and every one that did not, all of that is schema. It is the instructional foundation, upon which new learning is built.

The biggest shift this chapter produced in me is this: meaningful learning does not begin with content. It begins with the learner. Their prior experience is not a variable to manage around, it is the very ground on which new understanding must be built. As Barkley and Major (2020) conclude, students need to do the work required to learn, and my role is to set up the conditions that make that work possible, purposeful, and personally meaningful.

Decisional : How can this new or enhanced interpretation be applied to your professional practice?

As a future instructor in sales management, this chapter has left me with commitments I intend to carry into every lesson I design.

The first is to always start with the learner, not the content. Before introducing any new concept I will open with a question that invites students to surface what they already know and have tried.  Cross (1999, as cited in Barkley & Major, 2020) reminds us that new information only becomes meaningful when it connects to existing schema.

The second is to anchor every concept in something real. Adult learners in sales and media already possess rich real life sales experiences with clients and media agencies. I will use the same coupled with authentic industry case studies and build my teaching on that because Sousa (2006, as cited in Barkley & Major, 2020) is clear that meaning, personal relevance is the more powerful determinant of long-term retention. 

The third is to build in retrieval before moving forward. I will begin every session by briefly returning to what was introduced in the previous one - a short reflection prompt, a peer discussion, a quick application question. 

And finally, I will measure my success as an instructor not by how much content I cover, but by how effectively my students connect with it. “Students must do the work of learning themselves. We can help them by setting up conditions where they are doing more of the work" (Barkley & Major, 2020, p. 28). My role is not to deliver information but to create the conditions in which learners discover, connect, and build understanding that is genuinely their own.

To me, the heart of teaching is to help people build new understanding on the foundation of everything they have already lived and learned. When those connections are made well and they carry genuine personal meaning, learning becomes not just memorable, but transformative.

 

References

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass.

Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty (2nd ed.). Jossey-Bass.

Cross, K. P. (1999). Learning is about making connections. The Cross Papers, 3. League for Innovation in the Community College.

Sousa, D. A. (2006). How the brain learns (3rd ed.). Corwin Press.

Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom. Anker Publishing.

[educationtodayk]

Sri Venkateshwar School Wins Classroom Engagement Award 2025

Sri Venkateshwar School Wins Classroom Engagement Award 2025

Sri Venkateshwar International School Honoured for Unique Classroom Engagement Initiatives at North Educators’ Summit 2025

In the evolving world of education, classrooms must become vibrant spaces where curiosity is nurtured, ideas are explored, and learning extends beyond the confines of textbooks. Modern schools are increasingly expected to cultivate not only academic excellence but also creativity, critical thinking, and emotional intelligence. Among institutions striving to fulfil this vision is Sri Venkateshwar International School, also known as SVIS Delhi, an institution widely regarded among the Best CBSE Schools Delhi and Top Schools in Delhi NCR for its commitment to innovative pedagogy and meaningful student engagement.

The institution’s dedication to progressive educational practices has been widely recognised. Sri Venkateshwar International School has been honoured with the Unique Classroom Engagement Initiatives Award under the North School Merit Ranking 2025 by EducationToday, acknowledging its efforts to transform classrooms into dynamic environments of exploration and interaction. The school was felicitated at the Maharashtra and North Educators’ Summit 2025, hosted by EducationToday and powered My School Admission, held at The Lalit, Mumbai on 12 September 2025, where distinguished educational institutions from across India were celebrated for their contributions to educational excellence. This recognition further places the institution among Top Ranked Schools India.

While accolades mark significant milestones, the real strength of the institution lies in its unwavering mission to nurture inquisitive learners and responsible global citizens.

A Vision that Embraces Holistic Learning

The institution operates with the belief that education must cultivate the whole child. The school aims to develop learners who possess not only strong academic foundations but also creativity, empathy, and a sense of responsibility toward society.

The school emphasises a learning environment where students are encouraged to question, explore, and collaborate. By fostering intellectual curiosity and independent thinking, the institution ensures that learning becomes a lifelong pursuit rather than a mere academic requirement.

Through its carefully designed educational approach, the school nurtures individuals who are confident, compassionate, and prepared to navigate a rapidly changing world.

Leadership that Shapes Educational Excellence

Effective leadership plays a crucial role in establishing a culture of innovation and growth within a school. At the institution, the leadership team provides a clear vision for the educational journey.

The Chairman’s message emphasises the importance of nurturing values, integrity, and global awareness among students. Education, according to the institution’s guiding philosophy, must empower young learners to contribute meaningfully to society while remaining rooted in ethical principles.

The Head of School reinforces this vision by encouraging a collaborative learning environment where teachers inspire curiosity and students actively participate in the learning process.

Together, the leadership ensures that the school remains a centre of academic excellence and holistic development.

An Integrated Curriculum for Meaningful Learning

One of the distinguishing aspects of the institution is its integrated curriculum, which bridges academic knowledge with real-world application.

Rather than treating subjects as isolated disciplines, the school encourages interdisciplinary learning that allows students to understand how various fields of knowledge connect with each other. Project-based activities, collaborative assignments, and experiential learning opportunities enrich the academic journey.

Students also participate in academic competitions, Olympiads, and enrichment programmes that challenge their intellectual abilities and encourage deeper engagement with subjects.

This integrated approach ensures that learners not only acquire knowledge but also develop analytical and problem-solving skills.

Classrooms Designed for Engagement and Innovation

The classrooms are designed to encourage participation, discussion, and creative thinking.

Modern digital tools and smart classroom technologies enhance the teaching process, enabling educators to present complex ideas through visual and interactive methods. Technology-supported learning allows students to explore concepts through multimedia resources, collaborative projects, and research-based assignments.

Teachers continuously adopt innovative teaching strategies that encourage students to become active participants in their learning journey. Through group discussions, hands-on activities, and reflective exercises, classrooms transform into dynamic learning environments.

These practices have played a significant role in earning the school recognition for its unique classroom engagement initiatives.

Aesthetic Development: Nurturing Creativity and Expression

Education at the institution extends well beyond academic instruction. Recognising the importance of creativity, the school places strong emphasis on aesthetic development.

Students are encouraged to explore artistic disciplines such as music, dance, theatre, and visual arts. These creative activities allow learners to express their ideas and emotions while cultivating imagination and confidence.

Cultural programmes and artistic showcases further provide platforms for students to demonstrate their talents and appreciate diverse forms of artistic expression.

Through these initiatives, the school ensures that creativity remains an integral part of the educational experience.

Sports and Physical Development

Physical education is another important pillar of the holistic learning environment. The institution provides a variety of sports activities that promote physical fitness, discipline, and teamwork.

Students participate in both indoor and outdoor sports, developing endurance, coordination, and resilience. Inter-school competitions and sports events encourage learners to challenge themselves and strive for excellence.

Beyond physical fitness, sports help students develop valuable life skills such as perseverance, cooperation, and leadership.

Outreach Programmes: Learning with Social Awareness

The institution strongly believes that education must foster a sense of social responsibility. Through its outreach programmes, students engage with communities and participate in initiatives that promote compassion and empathy.

Activities such as environmental campaigns, social awareness drives, and community service projects allow students to understand societal challenges and contribute positively to their surroundings.

Such experiences help learners develop a deeper appreciation for the importance of service and responsible citizenship.

Unique Facilities that Enhance Learning

The campus offers a variety of facilities designed to support both academic and extracurricular pursuits.

Well-equipped laboratories allow students to explore scientific concepts through experimentation. Modern digital classrooms facilitate technology-enabled learning, while specialised spaces for arts and performing arts encourage creative exploration.

Sports grounds, multipurpose halls, and activity centres provide opportunities for physical and collaborative engagement. These facilities collectively create an environment where students can pursue diverse interests and talents.

By providing access to such resources, the school ensures that learning remains dynamic and enriching.

Preparing Students for the Future

In an era characterised by rapid technological advancement and global connectivity, schools must prepare students for challenges that extend beyond traditional career paths.

The institution focuses on developing essential twenty-first-century skills such as critical thinking, communication, creativity, and collaboration. Students are encouraged to explore innovative ideas, work in teams, and approach problems with curiosity and determination.

By combining academic rigour with life skills and values, the institution prepares learners to succeed in both professional and personal spheres and strengthens its standing among Premium CBSE Schools India.

Recognition for Innovative Classroom Engagement

The Unique Classroom Engagement Initiatives Award presented by EducationToday Awards 2025 under the North School Merit Ranking 2025 reflects the progressive educational practices implemented at the institution.

Being honoured at the Maharashtra and North Educators’ Summit 2025 at The Lalit, Mumbai highlights the school’s success in transforming classrooms into interactive learning spaces that encourage active student participation.

This recognition celebrates the collaborative efforts of the school’s leadership, faculty, students, and parents in building a vibrant learning community and further strengthens its reputation among Best Academic Schools India.

Conclusion

Sri Venkateshwar International School represents the ideals of modern education, where learning is engaging, inclusive, and deeply meaningful. Through its integrated curriculum, innovative classroom practices, strong emphasis on arts and sports, and commitment to social responsibility, the school nurtures well-rounded individuals prepared for the future.

The recognition received at the Maharashtra and North Educators’ Summit 2025 stands as a testament to the institution’s dedication to educational excellence.

Yet the true legacy of SVIS Delhi lies in the confident, compassionate, and capable students who emerge from its classrooms, ready to make a positive impact on the world.

[essaywritting12]

6 Unique Classroom Events That Make Learning Feel Like a Celebration Learn more here:

https://thecconnects.com/6-unique-classroom-events-that-make-learning-feel-like-a-celebration/

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[essaywritting12]

5 Genius Classroom Management Games Every Teacher Should Try to Quiet A Classroom Learn more her

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