Literature Review: Domain C 1

Literature Review: Domain C

Erica Savage

National University

Abstract
Literature Review: Domain C 2

In this paper, I will be reviewing two articles that pertain to Domain C of the Teaching

Performance Expectations, which is Engaging and Supporting Students. The first article I will be

reviewing gives six “golden rules” for engaging students in learning activities. The second article

speaks on how to support English learners in the mainstream classroom. I will conclude by

stating the importance of student engagement and support.

Literature Review: Domain C

Literature Review: Domain C 3

Engaging students in the content is essential to creating a passion for learning, and giving

them the support they need allows them to feel confident in their academic abilities and

persevere through worldly problems. Within Domain C, Engaging and Supporting Students, fall

four Teaching Performance Expectations: 1. TPE 4: Making content accessible; 2. TPE 5:

Student engagement; 3. TPE 6: Developing Appropriate Teaching Practices in Grades P-8/9-12;

and 4. Teaching English learners. For this paper, I have researched two articles that relate to this

domain. The first article titled “Golden Rules for Engaging Students in Learning Activities” by

Nicolás Pino-James, PhD discusses six research based strategies that teachers can use to

captivate students’ attention in the classroom; this article best relates to TPE 5: Student

engagement. The second article titled “Supporting ELLs in the Mainstream Classroom:

Language Tips” explores the competencies of TPE 4: Teaching English learners.

When we think about students engagement, sometimes we tend to visualize good

behavior, positive attitudes, and student thinking. However, this visualization of student

engagement is not a complete representation of what engagement should look like. Nicolás Pino-

James suggests that “students may be behaviorally and/or emotionally invested in a given

activity without actually exerting the necessary mental effort to understand and master the

knowledge, craft, or skill that the activity promotes (2015). Pino-James goes on in the article to

discuss ways that we can promote student engagement in the classroom. For example, when first

presenting a concept to students, it is important that we make it meaningful to students;

according to the article “Research has shown that if students do not consider a learning activity

worthy of their time and effort, they might not engage in a satisfactory way, or may even

disengage entirely in response” (2015). Additional ways to engage students in activities are by

fostering a sense of competence by ensuring that lessons are only slightly beyond students’
Literature Review: Domain C 4

current levels of proficiency and by providing autonomy support by welcoming students’

opinions and ideas into the flow of the activity. Collaborative learning also enables students to

work together which often motivates them to engage in the activities. The article also suggests

that positive teacher-students relationships play a role in student engagement. Last, Pino-James

talks about the importance of mastery orientations, or students wanting to pursue an activity to

learn and understand rather than to obtain a good grade (2015).

The second article that I researched explored ways to support ELLs in the classroom. At

the end of my undergraduate career, I studied abroad in Costa Rica and took two Spanish classes

during my time there, so I can relate to this topic. My Spanish language development was not to

the level of my peers in my class so I often had trouble participating and engaging in class

because I simply could not understand what was being said. One strategy that Kristina Robertson

suggests in her article “Supporting ELL in the Mainstream Classroom: Language Tips” is

simplifying your language without “dumbing it down.” One way of doing this is to speak clearly

and naturally, without going too quickly or slowly. When I was in Costa Rica, it was really

difficult for me to understand the native speakers because they spoke so rapidly, but it was also

frustrating when my teacher slowed her language down so much that it was unnatural because it

made me feel unintelligent. It is important that teachers speak at a natural pace in a clear tone so

that ELLs can understand what is being said without feeling defeated. Teachers should also

create a language-rosh environment in which Els are exposed to print and language constantly.

Another helpful tip is to be aware of the relationship between a student’s native language and

English. Supporting the student with cognates or words that are similar in L1 and L2 is a way of

doing this. Providing English learners with opportunities to work in collaborative groups, giving

then effective feedback, discussing word families, and helping them understand when to use
Literature Review: Domain C 5

different kinds of language (formal v. informal) will also build their self efficacy and empower

them to engage in the material.

Student engagement is such an important factor that teachers need to think about when

planning instruction. Being able to engage students of all backgrounds will increase teacher

effectiveness and students’ success rates. As I continue to expand my PDQP, these strategies will

allow me to determine how to develop my instruction in order to become a more engaging

teacher.

References

Pino-James, N., PhD. (2015, December 11). Golden Rules for Engaging Students in Learning

Activities. Retrieved April 18, 2019, from https://www.edutopia.org/blog/golden-rules-

for-engaging-students-nicolas-pino-james
Literature Review: Domain C 6

Robertson, K. (2015, December 01). Supporting ELLs in the Mainstream Classroom: Language

Tips. Retrieved April 18, 2019, from http://www.colorincolorado.org/article/supporting-

ells-mainstream-classroom-language-tips