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    624 Week 3 Journal Review

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    Joe Wessh
    This document reviews two journal articles on teacher and student wellbeing in schools. The first article examines how teacher wellbeing impacts student wellbeing and the learning environment. It argues that supporting teacher wellbeing can enhance schools' ability to meet student needs. The second article discusses the importance of full student engagement for learning, development, and health. It suggests that lack of engagement can lead to stress and issues like cheating. The article provides recommendations for schools to promote student autonomy, structure, and involvement to increase engagement. Overall, the review discusses how teacher wellbeing and student engagement are important for optimal school and student outcomes.

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    624 Week 3 Journal Review

    Uploaded by

    Joe Wessh
    21 views4 pages
    This document reviews two journal articles on teacher and student wellbeing in schools. The first article examines how teacher wellbeing impacts student wellbeing and the learning environment. It argues that supporting teacher wellbeing can enhance schools' ability to meet student needs. The second article discusses the importance of full student engagement for learning, development, and health. It suggests that lack of engagement can lead to stress and issues like cheating. The article provides recommendations for schools to promote student autonomy, structure, and involvement to increase engagement. Overall, the review discusses how teacher wellbeing and student engagement are important for optimal school and student outcomes.

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    JOURNAL

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    This document reviews two journal articles on teacher and student wellbeing in schools. The first article examines how teacher wellbeing impacts student wellbeing and the learning environment. It argues that supporting teacher wellbeing can enhance schools' ability to meet student needs. The second article discusses the importance of full student engagement for learning, development, and health. It suggests that lack of engagement can lead to stress and issues like cheating. The article provides recommendations for schools to promote student autonomy, structure, and involvement to increase engagement. Overall, the review discusses how teacher wellbeing and student engagement are important for optimal school and student outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views4 pages

    624 Week 3 Journal Review

    Uploaded by

    Joe Wessh
    This document reviews two journal articles on teacher and student wellbeing in schools. The first article examines how teacher wellbeing impacts student wellbeing and the learning environment. It argues that supporting teacher wellbeing can enhance schools' ability to meet student needs. The second article discusses the importance of full student engagement for learning, development, and health. It suggests that lack of engagement can lead to stress and issues like cheating. The article provides recommendations for schools to promote student autonomy, structure, and involvement to increase engagement. Overall, the review discusses how teacher wellbeing and student engagement are important for optimal school and student outcomes.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Running Head: 624 WEEK 3 JOURNAL REVIEW

    624 Week 3 Journal Review


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    624 WEEK 3 JOURNAL REVIEW

    #Article One
    Pupil wellbeing Teacher wellbeing: Two sides of the same coin?
    Teacher wellbeing is significant to student wellbeing because it make him or her to
    perform well in the school in terms of academics, discipline and co-curriculum activities. This
    article examines how teacher flexibility might be enhanced by precise actions that facilitate
    constructive feelings of respect, trust, suitability and value. There are resilient points of view for
    examining what wellbeing in school means in practice and the means in which this can be
    accomplished at all ranks of the institution. According to Sue Roffey, student wellbeing is a
    worldwide and pro-active approach to pupil experiences in the institution. In fact, student
    wellbeing at school is observed through their emotional conduct and commitment with learning.
    The author asserts that teacher wellbeing is based on how stress influence teacher burn-out and
    difficulties with retention. This means that teacher wellbeing is not only appropriate for entire
    school wellbeing, particularly a conducive surrounding for students, but also for social and
    financial deliberations.
    While most of the teachers have the desire to be capable experts, they are hardly provided
    with the resources to achieve their roles ideally. It is important to note that a great number of
    teachers care about children and their wellbeing as well as seek to address the social and
    emotional aspects of students. This promotes the interactions within a school, thus influencing
    teacher wellbeing and their capability to deal with the stresses that are symbols of the profession.
    This author agrees that promoting teacher wellbeing is an appropriate and effective way to
    enhance the capacity of schools to accomplish the needs of different populations. In other words,
    teachers are the pivotal and significant force in making an environment where students can feel
    contented, secure and healthy.

    624 WEEK 3 JOURNAL REVIEW

    Reference
    Roffey, S. (2012). Pupil wellbeing-teacher wellbeing: Two sides of the same coin? Educational
    and Child Psychology, 29 (4), pp. 8-17.
    #Article Two
    Not Just Robo-Students: Why Full Engagement Matters and How Schools Can Promote It
    Full engagement of students in schools play a key role in a cycle of learning,
    accomplishment, and healthy youth growth. Even though academic engagement is associated to
    constructive physical, social and psychological growth results, qualitative researches in highperforming schools conclude that some students who perform well in school may compromise
    their physical and mental health as they aim to get top grades. This particular article
    demonstrates the findings regarding the occurrence, the effects, and the causes of being a robostudent in a high performing school. According to the Conner and Pope (2013), lack of full
    engagement, especially the lack of mental and emotional engagement, may lead to more cases of
    school stress, greater internalizing, as well as physical signs of stress and increased rates of
    cheating. The authors also add that full engagement is highly associated to positive relationships
    between teachers and students. It is a significant driver of school accomplishment as well as
    critical predecessor to comprehending materials and attaining fresh skills.
    In order to promote student engagement, the authors suggest autonomy-support, teachers
    provision of structure and opportunities for involvement as the major aspects. Students who
    claim that at least one teacher motivates them and that their school is committed to enhancing the
    strengths of each student, are more probably to have a great future. However, most of the
    students are not fully engaged in school and they neither believe their school experience has

    624 WEEK 3 JOURNAL REVIEW

    much significance to their future, nor they feel accepted to the society. Based on this article, it is
    evident that such students withdraw from school life, and become dissatisfied with the school. In
    other words, they become troublesome in classes, and exert a destructive incitement on other
    students. All the same, the future research should focus not only to student engagement on
    learning and wellbeing, but also to school practices and structures, in order to promote
    constructive development and growth of youth in all settings.
    Reference
    Conner, J., & Pope, D. (2013). Not Just Robo-Students: Why Full Engagement Matters and How
    Schools Can Promote It. J Youth Adolescence, 42(9), 1426-1442.
    http://dx.doi.org/10.1007

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