Which of the following is an example of low engaged thinking in the classroom?
In striving to follow children's interests, the teacher jumps from one topic to the next.
Lessons have many examples and enhancements, only some of which are directly related to what is being learned.
Teachers react to interruptions and distractions but do not try to prevent them.
Teachers limit the amount of visitors to the classroom and the quantity of decorations on the wall.
all of the above
All of the above examples demonstrate low engaged thinking in the classroom.
The example of low engaged thinking in the classroom from the given options is:
"Teachers react to interruptions and distractions but do not try to prevent them."
To identify which of the given options represents an example of low engaged thinking in the classroom, we need to understand the concept of engaged thinking. Engaged thinking refers to the cognitive involvement and active mental processing of students in the learning process. It involves students actively participating, thinking critically, and making connections to the content being taught.
To determine the answer, let's analyze each of the given options and consider whether they align with the characteristics of low engaged thinking:
1. "In striving to follow children's interests, the teacher jumps from one topic to the next."
This option describes a situation where the teacher quickly moves from one topic to another, likely in response to the students' interests. While it is important to accommodate and incorporate student interests in the curriculum, constantly shifting topics without providing adequate time for in-depth exploration may hinder engaged thinking. This option represents an example of low engaged thinking.
2. "Lessons have many examples and enhancements, only some of which are directly related to what is being learned."
This option suggests that lessons have numerous supplementary elements, such as examples and enhancements, but not all of them are directly relevant to the specific topic being taught. While incorporating additional examples can be beneficial for understanding complex concepts, having too many unrelated examples can distract students and impede their engaged thinking. Therefore, this option also represents an example of low engaged thinking.
3. "Teachers react to interruptions and distractions but do not try to prevent them."
This option refers to teachers reacting to interruptions and distractions without actively taking steps to prevent them. In an engaged classroom environment, teachers should strive to create a focused and conducive atmosphere for learning, minimising interruptions and distractions. By solely responding to disruptions instead of proactively managing them, the teacher is not promoting engaged thinking. Therefore, this option represents an example of low engaged thinking.
4. "Teachers limit the amount of visitors to the classroom and the quantity of decorations on the wall."
This option suggests that teachers restrict the number of visitors to the classroom and limit the quantity of decorations on the wall. While the impact of visitors and classroom decorations on engaged thinking can vary, this option does not inherently imply low engaged thinking. It may be a strategy to create a less visually distracting environment or maintain a routine that fosters focused learning. Therefore, this option does not represent an example of low engaged thinking.
Considering the above analysis, the answer is:
"all of the above"
as options 1, 2, and 3 represent examples of low engaged thinking in the classroom.