Reflective Essay on Student Engagement and 21st Century Education

This reflective essay explores the link between substantive student engagement and 21st century education, with a focus on NESA primary teaching specialisation. It discusses the importance of different subjects like maths, science and technology, and the use of technology in the classroom. The essay also reflects on the author's teaching experience and critical self-reflection.

Reflective Essay
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Table of Contents
Understanding of student engagement...................................................................................3
Overview of 21st century education on the basis of subject content......................................4
Reflect on links between substantive student engagement and 21 century education...........5
Themes of engagement and 21 century education.................................................................6
Reflect on teaching experience..............................................................................................7
Critical self-reflection............................................................................................................8
REFERENCES...........................................................................................................................9
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Understanding of student engagement
In personal experience, student engagement is one of the important part of primary
education because it refers to the curiosity, interest, passion and attention of students.
According to me, it is a great experience for every student to enhance their skills and
knowledge (Chang & Hall, 2022). Student engagement is something that need to be
understand the progress of student’s education. Generally, student engagement is based on
the concept that help to predict perception of people towards primary teaching specialisation.
In the context of primary teaching specialisation (NESA), student engagement can be
referred to the way in which identify significant role of school leaders, instructor and
educator. For example- many primary schools have been conducting a survey in order to
identify their views on large number of issues. As I have been identified that some schools
have created primary teaching specialisation and offered maths, science & technology
courses. I must have focused on teaching or engagement in their nominated primary teaching
specification area.
According to the MeE framework, I have tried to develop understanding on the
concept of primary teaching specification which has offered NESA courses. Typically, it is
important to think about what kind of teaching services provided in the classroom. Based on
the personal experience, it has been used the co-researching, co-teaching approach by school
authority (Fairhurst, 2022). As I have been established a coordination with students to
provide awareness regarding different education courses. In this way, I have observed that
every student can develop confidence level and interacting with teacher at the time of
classroom session.
As identifying what kind of common thing across different classroom sessions. I was agreed
that students have been shared important teaching and learning experience. At that time, it
has been created engaging pedagogies that help to encourage high affective, cognitive and
operative response from students (Kahu & Nelson, 2018). On the other hand, I have been
observed that student engagement was as much about a strong interaction with others in the
classroom. This kind of thing was possible due to the design of learning experience. That’s
why, if student were engaged in their learning experience and develop a great community.
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Another phase is related to the analysis in which identify the commitment of teacher
towards students. In my personal experience, it has been determined that teacher can be used
fair treatment for every students. This kind of approach is always supports to reshape the
process in student engagement project. Emphasis on sharing confidence, motivational power
with students.
Overview of 21st century education on the basis of subject content
Based on the NESA primary teaching specification which is currently offering
English, maths, science and technology. In 21st century, education is becoming important
aspect for every students that helps for developing ability of reading, writing and
understanding. I have already identified the importance of traditional approach, many teacher
should focus on the repetition of content, making student understand, write and listen again.
This kind of model is based on the teacher centered approach in order to promote the learning
experience (Fang, Vong & Fang, 2022). By using NESA primary teaching specification,
teachers assess knowledge of students by using tests series at the end of unit. In this way, it
can easily identify level of student learning experience. Based on the subject content like
technology, science and maths, English. Each and every subjects have different aspects for
student to gain more knowledge. In 21st century, many curriculum developers know about the
significance of educational goals and uses different teaching methods. As a result, student
have prepared for any exam and helps in future growth or development.
In 21st century, the partnership of educators, teachers are helping students to improve
critical thinking ability. This is important in 21st century where students have gained multi-
dimensional abilities. Based on personal experience, some kind of necessary skills are
developed by student in future career (Groccia, 2018). This can be possible due to support of
21st century learning system. In my personal experience, the educational system can be used
NESA primary teaching approach and include information or data of different subjects like
science, maths and technology. On the basis of subject content, 21st century curriculum
should be adopting innovation skills, technology, and real life experience in the context of
science subject (Gao Guo & Coates, 2022). In this way, I can be achieved authentic learning
because it has been increased demand in 21st century. Many students are engaged in different
learning environment and develop skills such as problem solving, collaboration and critical
thinking. Furthermore, many potential students are prepared with necessary knowledge of
maths, technology and also understand the concept of life skills.
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Apart from that, 21st century education should focus on the construction of skills,
knowledge and encourage student to different subjects. So, it would be required to prepare
better curriculum to be connected with real world experience. I am always give a proper
supports, will encourage student participation, inspiration, motivation and develop an
understanding for academic subjects.
In 21st century education, curriculum designers should be considered the learning
patterns and allows student to gain knowledge. This type of process should provide better
opportunity for student to learn and develop literacies such as science technology, financial
and global awareness. The significant role of 21st century education must be integrated with
70% of future growth skills.
Reflect on links between substantive student engagement and 21 century education
The primary aim of 21st century pedagogy is to develop skills and knowledge of
students so that they can achieve success in their work life. By using NESA primary teaching
specification, it focused on the different subjects such as maths, technology and science.
These are helping to develop knowledge of students through real life experience. On the basis
of experience, I have been determined that establish a strong link between substantive student
engagement and 21st century education (Lai et. al., 2022). I have found that it can be possible
due to implement new idea of teaching that reflect as changing world. For example- teacher
should use maths, science and technology subjects in order to improve teaching process. In
21st century, it has been rapidly changed the education systems and link with development of
students, gaining more knowledge. Therefore, Students are focused on the 21st century
learning approaches in either personal or academic levels. In my personal experience, it is
also possible that every students may become engaged in school and participate into different
activities.
Based on the 21st century pedagogy, it has been established a strong relationship with
modern technology through primary teaching specification. For example- students working
towards NESA primary teaching specification. In this way, they are majorly focused on
different subjects like technology and science (Lau, 2022). In the context of technology
integration, students can access modern technology such as computers, tablets, software
applications. These are helping to enhance and support in 21st century education. Majorly, the
use of technology in classroom is always supported and creating opportunities for student to
complete their assignment tasks. In 21st century, it is completely changed the system of
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education while promoting use of technology, real life experience through science
experiment.
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In the context of mathematics integration, there are various mathematical tasks
performed by students to generate as many example as possible manner. In 21st century
education, teachers can motivate or encourage students to analyse themselves, and notice
importance of primary teaching subject like maths. Some kind of magic can be identified
when a student experience a lot of joy in maths problems. It has become genuinely inspired
students to solve mathematic problem in the classroom. This kind of activity program was
conducted in education systems of 21st century.
Based on the personal experience, it reflect the strong link between substantive
engagement and 21st century education. This is why because every students are engaging in
technology and mathematical subjects. These are helping students to use the primary teaching
specialisation and explore its importance in future career growth or development.
Themes of engagement and 21 century education
The overarching themes of engagement is related to knowledge architecture which
means that enable a single comprehensive view of every students. Thus, it is better way to
make an important decision and fulfil all essential needs or requirements (Mkomwa, Mloza-
Banda & Mutai, 2022). In 21st century education, most important pillars are academic, social-
emotional and intellectual. These are considered the important elements that help to improve
learning experience of student at different levels.
In my personal experience, I have been categorised teaching philosophies in two
different ways: - progressivism and existentialism. If in case, I am using the progressivism
philosophy that provide idea, beliefs and find a specific truths. I have been analysed that
progressivism philosophy uses in 21st century education and improve the performance of
students in future career. In another way, existentialism philosophy is based on the categories
of different numbers. I have gained experience when students can show interest in science,
maths subjects. As a teacher, I am always trying to maintain balance coordination between
lessons as well as curriculum. By using 21st century education, I have been tried to
incorporate different subjects into my teaching experience (Oh et. al., 2022). This kind of
personality I have adopted through progressivism and existentialism teaching philosophies.
Both kind of categories have played an important role in my life. Another important thing is
to develop beliefs on the teaching philosophies and gained more experience in the classroom.
In some cases, I have always learned much better and understand the importance of different
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teaching philosophies. On the other hand, teaching philosophies are two important areas, I
have believed on the education system of 21st century.
Based on the experience, I feel that progressivism and existentialism philosophies are
playing important role in 21st century. As a result, teaching philosophy was adopted by
teachers and will create idea learning environment for students.
Reflect on teaching experience
My student teaching experience was the best part of life because it is always inspiring
and motivating to achieve desirable goals or objectives. There is no point of view, when it
will be creating a positive teaching atmosphere. Once, I have started to establish a connection
with different students, it was easy to improvement areas. Usually, I have started to ask some
more questions, create fun learning environment. A good interaction between teacher and
students were not so good but it can be possible through primary teaching specialisation area
such as maths, science and technology. At the time of teaching, I have been tried to share
more knowledge about mathematical problems and given complex tasks for every students
(Oh et. al., 2022). In this way, students engage with different activities and resolve
mathematical problem in the classroom. This kind of thing can be possible due to teaching
experience of primary specialisation area. Every subject has unique idea to engage with
students and provide better options where they are putting more efforts in the learning.
In my personal experience, I have learned a lot of things through teaching experience.
The Most important aspect is that when I have learned as confidence level. Many students
have a lack of confidence and motivation regarding teaching or learning. In this area, it would
be required to do some improvement so that every students listen, connect with teachers in
positive manner.
I have shared teaching experience in classroom management which I have learned a
lot of things. The most important aspect is to create a strong relationship with students during
classroom session. At initially, it was difficult to resolve queries of every students at single
time. Therefore, it would be considered the option of NESA primary teaching specialisation
area and focus on the different subjects such as maths, science and technology.
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Critical self-reflection
Based on the experience, I have been shared the significance of teaching approach in
the classroom. Usually, my aim is to focus on the 21st century pedagogy because it provide
the best option of teaching through mathematics, technology subjects. On the basis of
learning experience, I am very well known about the importance of NESA primary teaching
specification requirements. In some cases, I have been conducting a maths test series for
students and assign individual task accordingly (Lai et. al., 2022). This kind of teaching
approach is helping to engage with students and improve their skills, knowledge in different
levels. Another way, I also inspire and motivate students where they can use computers,
tablets. So, students can use technology and solve mathematical problems. According to me,
this kind of approach will be established a strong link between 21 century education and fulfil
all requirements of NESA primary teaching specialisation. According to me, it is important to
focus on the nominated primary teaching specialisation because it refers to the demand of
maths and technology in 21st century education. In some places, it is helping to make teaching
as more engaging. So, I am always trying to use NESA option and improve the teaching or
learning experiences.
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REFERENCES
Books and Journals
Chang, C. F., & Hall, N. C. (2022). Differentiating Teachers’ Social Goals: Implications for
Teacher–Student Relationships and Perceived Classroom Engagement. AERA Open.
8. 23328584211064916.
Fairhurst, N. (2022). The Effect of Student Perceptions of Teacher-Student Relationships and
Classroom Emotional Climate on STEM Education (Doctoral dissertation, Curtin
University). Majadas, V. V. M. AN ASSESSMENT OF TECHNOLOGY SELF-
EFFICACY OF IN-COMING CAS STUDENTS OF SJCQC.
Fang, J., Vong, J., & Fang, J. (2022). Exploring student engagement in fully flipped
classroom pedagogy: Case of an Australian business undergraduate degree. Journal
of Education for Business. 97(2). 76-85.
Gao, X., Guo, F., & Coates, H. (2022). Contributions to the field of student engagement and
success. Higher Education Research & Development. 41(1). 62-74.
Groccia, J. E. (2018). What is student engagement?. New directions for teaching and
learning. 2018(154). 11-20.
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface:
Understanding the mechanisms of student success. Higher education research &
development. 37(1). 58-71.
Lai, D., Lew, S. L., & Ooi, S. Y. (2022). Modified TPACK Framework for Teachers’
Efficiency, Students’ Performance and Students’ Engagement. In Proceedings of
Sixth International Congress on Information and Communication Technology (pp.
827-835). Springer, Singapore.
Lau, J. (2022). Embracing Music Diversity: Integrating Pedagogies for Culturally Diverse
Music Education into the NSW Primary School Classroom (Doctoral dissertation).
Mkomwa, S., Mloza-Banda, H., & Mutai, W. (2022). 19 Formal Education and Training
for. Conservation Agriculture in Africa: Climate Smart Agricultural Development,
305.
Oh, J. E., Chan, Y. K., Kong, A., & Ma, H. (2022). Animation Students' Engagement and
Motivation through.
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