Teachers often attribute disengagement to the student, to their attitude, ability, persoanlity, or life sitaution. But when asked, students report that they disengage because they are bored. Listening to students respectfully will almost always reveal the way to improve engagement.

For example, when Ravet (2007) asked 10 highly disengaged students why they had disengaged, most of them explained that they were bored with the curriculum. When Ravet asked these students' teachers the same question, teachers blamed perceived deficits in students' attitude, ability, personality, and family background. If instead of blaming, these teachers had respectfully listened to students, they would have gained insight into how to intervene. (View Highlight)