Effective Pedagogy

Pre-Engagement Phase:
This phase is relavent in making sure that students are where they need to be in order to succeed in the class.

Engagement Phase:
This phase is relavent in success by having the teacher
involved in the teacher-learner process (Martinez-Pons, 2003, p.21). A unit assessment and quizzes will make sure that the student is on track and engaged in their learning.

Post-Engagement Phase:
This shows how the teaching learning effort
had been used and whether or not it held a successful
outcome.

Pre-Engagement:
Having introductions before going into the full on engagment will get the student more focused into the class. "Students are more likely to make a personal commitment to engage in rigorous learning when they know teachers, parents,
and other students care about how well they do" (Jones, 2008, p.). Teacher-student effective relationships starting to develope is critical in this phase.

Engagment:
During this phase, teachers need to constantly work towards
keeping the students engaged. "Most students will not do their best in classes when they feel that
teachers do not have an interest in them or care about their future" (Jones, 2008, p.2). Students base their reaction to the teacher largely on how engaging the teacher is during this phase.

Post-Engagement Phase:
By the end of the engagement phase and into the post-engagement phase, a relationship should form between teachers and students and peers. "The classroom is made up of a group of students who desire and deserve high-quality personal relationships with adults and peers" (Jones, 2008, p. 8). At the end of the class the students should be learning and have no developed a relationship with their teachers that they should be able to refer to if needed.

Pre-Engagement Phase:
A quick pre-assessment to see
where the student is before the
teacher starts getting into instruction.
"The most important characteristic determining student learning is prior knowledge" (Svinicki & McKeachie, 2011, p. 26).

Engagement Phase:
This phase includes "situational assessment"(Martinez-Pons, 2003, p. 21). To measure this concept, it may be useful for class discussions, and also setional quizzes used to asses whether or not the students understand the material and are engaging in the course thus far.

Post-Engagement Phase:
A final assessment is a tool to use in
the post-engagement phase. "...the educator
looks bad and assesses the success of the effort"
(Martinez-Pons, 2003, p. 23).

Pre-Engagement Phase:
How to get students properly engaged will always
require further research. Student bodies are
changing constantly and teachers need to keep up with
how to continue to engage students. From the beginning.
"The contemporary student brings to their learning new expectations regarding involvement and contribution: students are increasingly involved in decisions about what will be prioritized in the media; what will be debated in their social lives and in wider networks, and whose voices will be heard" (Peck, 2012).

Engagement Phase:
Formative evaluation is well researched area in the teaching field, but teachers will need to make sure they are conducting their own research to keep up with their students and make sure their needs are being met in this way.

Post-Engagment Phase:
This area could use more information on which assessments
prove the most about the teacher-learning effort. Martinez-Pons lmany types: "observations, tests, questionsaires, consultants, and critical incident reports" (2003, p.22).
There could be more information on which work and further
instruction on what to do with the information.

Jones, R. (2008). Strengthening Student Engagement. Retrieved February 25, 2013 from http://www.leadered.com/pdf/strengthen%20student%20engagement%20white%20paper.pdf.

Martinez-Pons, M. (2003). Guide to Successful Teaching in Higher Education. In Asford University Library. Retrieved February 25, 2013 from http://site.ebrary.com.proxy-library.ashford.edu/lib/ashford/docDetail.action.

Peck, J. (2012). Keeping it social: Engaging students online and in class. Asian Social Science, 8(14), 81-90. Retrieved from http://search.proquest.com/docview/1221984454?accountid=32521

Svinivki, M., McKeachie, W.J. (2011). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 13th Edition. Wadsworth Publishing.