If educators don't have a language to define and describe engagement—a point on the horizon toward which we're working—and if we don't incorporate talk of engagement into our discourse with students, how can we help children become truly engaged? (continue reading)
Engagement, in part, depends on what you feel and sense when you enter a classroom. It's the culture—unseen and unheard, but omnipresent, and it's a little tougher to pin down. (continue reading)
How can we help kids to identify when they have an engaged experience and how they can create the condition necessary to repeat it and create new ones? Consider these moves in your classroom (continue reading)
Our ideas about engagement were for formed in early childhood by our parents, and have been solidified by what our teachers did to 'motivate' us. In classrooms now, many of these old notions are concretized by what our colleagues believe about motivation and engagement. (continue reading)
Ahead of the publication of Engaging Children: Igniting a Drive for Deeper Learning, Heinemann Fellows Aeriale Johnson and Jess Lifshitz read and reacted to Ellin’s soon-to-arrive book. (continue reading)
If you're interested in discussing the book with other readers, consider joining the new Engaging Children Facebook Group! It's a great online space to share ideas, read together, and stay up-to-date on Engaging Children news. (continue reading)
This week on the Heinemann Podcast, we welcome back authors Ellin Oliver Keene & Tom Newkirk to discuss Ellin's new book, Engaging Children: Ignite a Drive for Deeper Learning. (continue reading)
Whether you were able to attend the conference or not, we've compiled some favorite Heinemann podcasts with authors who presented at this year's NCTE17. (continue reading)
