Teaching the Student Who Has Given Up: Re-Engaging Disengaged Learners

Zelina M. Pames, Ed.D.

Email: drzpames@gmail.com

Phone: 216-220-9903

Course Description:

The purpose of this professional development course is to help K–12 educators understand why some

students disengage from school and develop practical strategies for reconnecting them to learning.

Participants will examine factors that contribute to disengagement, including academic failure, low

confidence, inconsistent attendance, limited student voice, lack of belonging, and challenging

relationships.

Using the RE-ENGAGE Framework, educators will learn to look beyond behaviors such as refusal,

avoidance, apathy, and defiance to identify barriers to student success. Participants will apply

relationship-centered, restorative, and engagement-focused strategies that strengthen belonging,

agency, persistence, and academic participation while maintaining high expectations.

 

Learning Outcomes:

1. Understand common academic, behavioral, relational, and environmental factors that contribute to

student disengagement.

2. Recognize indicators of disengagement and examine what may be beneath student resistance,

avoidance, apathy, or withdrawal.

3. Develop strategies that strengthen student-teacher relationships, belonging, student voice, and

agency.

4. Apply pro-engagement, restorative, and relationship-centered responses when students resist,

reject, or withdraw from learning.

5. Explore strategies for increasing motivation, relevance, persistence, and participation while

maintaining appropriate academic expectations.

6. Develop a practical Student Re-Engagement Action Plan using the RE-ENGAGE Framework that

can be implemented in a K-12 educational setting.

 

Required Text: Must purchase

Everyday Engagement: Making Students and Parents Your Partners in Learning

ISBN: 978-1-4166-1125-7 By: Katy Ridnouer

Publisher: ASCD Page Count: 218

 

Additional Course Materials:

Instructor-developed readings, case studies, videos, reflection activities, tools, templates, and

application resources will be provided throughout the course. These materials will extend the required

text and support application of the RE-ENGAGE Framework across K-12 educational settings.COMPLIANCE WITH HLC STUDENT EFFORT HOUR 

 

Assignment #1: Introduction & Reasons for Taking the Course

 

Introduce yourself, where you teach, what you teach, how long you have been teaching, and

the demographics of the students you serve.

○

Share something about your family, pets, hobbies, or interests that would help the

instructor and classmates know you better.

○

Talk about the things you love about teaching.

○

Discuss one challenge you are currently facing with student engagement.

Share your background knowledge or experience working with students who appear

disengaged, unmotivated, resistant, or disconnected from school.

What are three things you hope to learn from this class?

1-page double spaced: Google Doc provided

Points: 10

 

Assignment #2: Recognizing and Understanding Disengagement

Read Introduction: The Teacher as Everyday Advocate and Chapter 1: Seeing the Person Before You

 

Explain in your own words what student disengagement means.

Identify three common signs that a student may be disengaging from school.

Describe three factors that may contribute to disengagement.

Describe one common misconception educators may have about students who appear not to

care and explain why it may be inaccurate.

Reflect on a student you have taught or supported who seemed to have 'given up.

' Without identifying the student, describe what you observed.

Using the RE-ENGAGE Framework, complete the first two steps: Recognize the Signs and

Examine What Is Beneath the Behavior.

Complete the statement: “When a student stops trying, my first responsibility as an

educator is to…” Explain your response.

2-3 page reflection double spaced: Google Doc provided

Points: 20

 

Assignment #3: Sending the Pro-Engagement Message

Read Chapter 2: Sending the Pro-Engagement Message

 

Identify three messages educators may unintentionally send that discourage engagement.

Describe three ways you currently communicate that students are capable, valued, and

expected to participate.

Develop three pro-engagement statements or responses you could use with a student who is

beginning to withdraw.

Identify two ways you can increase student voice and choice.

Explain how teacher credibility, consistency, and expectations influence student engagement.

Connect your strategies to Establish Connection and Belonging and Give Voice, Choice, and

Responsibility from the RE-ENGAGE Framework.

2-3 page reflection/action plan double spaced: Google Doc provided

Points: 20

 

Assignment #4: Making Inroads with Resisters

Read Chapter 3: Making Inroads with Resisters

 

Choose one realistic K-12 scenario involving a student who refuses, avoids, withdraws, or

appears unmotivated.

Describe the observable behavior without labeling the student.

Identify at least three possible reasons for the behavior.

Determine whether the behavior may reflect defiance, avoidance, a skill deficit, low

confidence, lack of belonging, lack of relevance, or another barrier.

Describe how a traditional punitive response might affect the situation.

Develop a relationship-centered response that maintains expectations while addressing the

possible barrier.

Using the RE-ENGAGE Framework, identify the student's possible strengths, needs, and

barriers and describe what additional information you would want before selecting an

intervention.

2-3 page requirement double spaced using Google Doc provided

Points: 25

 

Assignment #5: Regrouping and Rebounding After Rejection

Read Chapter 4: Regrouping and Rebounding After Rejection

 

Describe a situation in which an educator's first attempt to engage a student may not work.

Explain why student rejection of an intervention should not automatically be interpreted

as unwillingness to succeed.

Develop a restorative or relationship-centered conversation for reconnecting after a failed

interaction, conflict, refusal, or period of withdrawal.

Identify what the educator should maintain, what may need to change, and what

additional student input is needed.

Explain the difference between supporting a disengaged student and lowering expectations.

Apply Adjust Support Without Lowering Expectations from the RE-ENGAGE Framework to the

scenario.

3-5 page requirement double spaced using Google Doc provided

Points: 25

 

Assignment #6: Creating Relationships That Support Re-Engagement

Read Chapter 5: Creating Relationships

 

Complete a relationship and belonging audit of your classroom, school, or educational setting.

Identify three practices that currently help students feel known, respected, and connected.

Identify two areas where relationships or belonging could be strengthened.

Describe one strategy for reconnecting a student after repeated absence, conflict,

academic failure, or disengagement.

Identify how you would involve the student and, when appropriate, family members or

other school personnel.

Create a brief relationship-building plan connected to Establish Connection and Belonging

from the RE-ENGAGE Framework.

2-3 page requirement double spaced using Google Doc provided

Points: 25

 

Assignment #7: Voice, Choice, Support, and Academic Hope

Complete assigned instructor-developed reading and review relevant concepts from EverydayEngagement

 

Select one lesson, assignment, routine, or learning task that students sometimes resist or fail to complete.

Identify the academic purpose and non-negotiable learning expectation.

Describe why a disengaged learner might avoid or resist the task.

Redesign the experience to include at least two opportunities for student voice or choice.

Identify one way to increase relevance without lowering the academic expectation.

Identify one scaffold or support that could help a struggling student experience early

success.

Explain how you will provide feedback that encourages persistence and responsibility.

Connect the redesign to Give Voice, Choice, and Responsibility and Adjust Support Without

Lowering Expectations.

2-3 page requirement double spaced using Google Doc provided

Points: 30

 

Assignment #8: Student Re-Engagement Strategy Toolkit

Complete assigned instructor-developed readings and course media; revisit Chapters 1-5 as needed

 

Create a practical re-engagement toolkit that could be used in your classroom, school, or

program.

Include at least five universal strategies that could support all students.

Include at least three targeted strategies for students showing early signs of

disengagement.

Include at least two individualized strategies for a student with significant

disengagement.

Include one relationship-building strategy, one academic engagement strategy, one

attendance/re-entry strategy, one student voice strategy, and one progress-monitoring

strategy.

For each strategy, explain when it should be used and what evidence would indicate that it is

helping.

Organize the toolkit around the RE-ENGAGE Framework so it can be used as a practical

educator resource.

Use the Google Doc provided or submit an instructor-approved digital format

Points: 35

 

Assignment #9 Final Product: Student Re-Engagement Action Plan

Synthesize Everyday Engagement and all instructor-developed RE-ENGAGE resources

 

Submit a Student Re-Engagement Action Plan that you could use in your work environment.

Select an individual student, student profile, group, classroom, or program. Do not include personally identifiable student information.

Recognize the signs of disengagement and describe relevant baseline information.

Examine what may be beneath the behavior.

Identify strengths, needs, barriers, relationships, and belonging factors.

Describe how student voice, choice, and responsibility will be incorporated.

Identify supports that can be adjusted without lowering expectations.

Develop 2-3 measurable re-engagement goals and specific strategies.

Describe who will be involved, how progress will be monitored, and when the plan will

be reviewed.

Explain how progress will be evaluated, celebrated, and how you will reconnect after setbacks.

Reflection Questions: What have you learned about students who appear to have given up?

Which course strategy is most likely to change your practice? What challenges do you

anticipate? What will you do differently as a result of this course?

3-5 pages using the Google Doc provided, double spaced

Points: 50

 

Total Course Points: 240