Vivekananda Public School

On demand of the local Public the institution has established one English Medium School under CBSE Pattern in the year 2010 having strength of 400 boys & girls from Nursery to Std. X .The School is running with no profit no loss basis.
When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by:

  • good behaviour (i.e., behavioural engagement),
  • positive feelings (i.e. emotional engagement), and
  • above all, student thinking (i.e., cognitive engagement).
This is because students may be behaviourally and/or emotionally involved in a given activity without actually exerting the necessary mental effort to understand and master the knowledge, craft, or skill that the activity promotes.
In light of this, considering the following interrelated elements when designing and implementing learning activities may help increase student engagement behaviourally, emotionally, and cognitively, thereby positively affecting student learning and achievement



In aiming for full engagement, it is essential that students perceive activities as being meaningful. 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. To ensure that activities are personally meaningful, we can connect them with students' previous knowledge and experiences, highlighting the value of an assigned activity in personally relevant ways. Also, adult or expert modelling can help to demonstrate why an individual activity is worth pursuing, and when and how it is used in real life.


The notion of competence may be understood as a student's ongoing personal evaluation of whether he or she can succeed in a learning activity or challenge. (e.g. Can I do this?) Effectively performing an activity can positively impact subsequent engagement. To strengthen students' sense of competence in learning activities, the assigned activities could be:

  • Stretching beyond students' current levels of proficiency.
  • Make students demonstrate understanding throughout the activity.
  • Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity)
  • Include feedback that helps students to make progress.


We may understand autonomy support as nurturing the students' sense of control over their behaviours and goals. When teachers relinquish control (without losing power) to the students, rather than promoting compliance with directives and commands, student engagement levels are likely to increase as a result.

Autonomy support can be implemented by:

  • Welcoming students' opinions and ideas into the flow of the activity
  • Using informational, non-controlling language with students
  • Giving students the time they need to understand and absorb an activity by themselves.


Collaborative learning is another powerful facilitator of engagement in learning activities. When students work effectively with others, their engagement may be amplified as a result, mostly due to experiencing a sense of connection to others during the activities. To make group work more productive, strategies can be implemented to ensure that students know how to communicate and behave in that setting.
Teacher modelling is one effective method (i.e. the teacher shows how collaboration is done), while avoiding homogeneous groups and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group performance also support collaborative learning.


High-quality teacher-student relationships are another critical factor in determining student engagement, especially in the case of difficult students and those are coming from deprive section of society. Students who are having close and caring relationships with their teachers, they are fulfilling their developmental need for a connection with others and a sense of belonging in society.

Teacher-student relationships can be facilitated by:

  • Caring about students' social and emotional needs.
  • Displaying positive attitudes and enthusiasm.
  • Increasing one-on-one time with students.
  • Treating students fairly.
  • Avoiding deception or promise-breaking.


Give importance on individual progress by reducing social comparison.
Give importance on individual progress by reducing social comparison. Finally, students' perspective of learning activities also determines their level of engagement. When students pursue an activity because they want to learn and understand (i.e. mastery orientations), rather than merely obtain a good grade, look smart, please their parents, or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough. To encourage this mastery orientation mind set, consider various approaches, such as:

*By framing success in terms of learning (e.g. criterion-referenced) rather than performing (e.g. obtaining a good grade).
* We can also place the emphasis g grades private) and recognizing student improvement and effort.