**From Passive to Active: Reviving Engagement in the Classroom**

**Narrator:In this classroom, learning has become passive. Students seem

disengaged, and distractions are taking over. Our goal is to identify the
reasons behind their lack of engagement and work together to create
strategies to transform the learning environment into an interactive,
engaging, and active teaching and learning space. Can this teacher break
the cycle and reignite active learning?

**Narrator:** Our role-playing activity involves five characters: Bryan (the

Teacher), four Disengaged Students – Nicole (texting), Chrisjan and Del Agua
(chatting), and Mylen (staring blankly), and Geraldin (showing no interest),
and two Concerned Students – Lyka, jiea and emman. Daniel, and Dasco will
be playing the role of students who occasionally cause distractions. Let’s get
started!

**(Scene 1: Stage 1 – Observing the Problem)**

(The classroom is set up, with students seated and the teacher
standing at the front of the room. The narrator sets the scene.)

**Narrator:** It’s a typical day in Ms. Esplana’s classroom. The students have
arrived, but some are already disengaged. Nicole is texting on her phone,
Chrisjan and Del Agua are chatting about a football match, and Mylen is
staring blankly into space. Geraldin is slumped over her desk, showing no
interest in the lesson.

**(The Disengaged Students and Concerned Students take their

designated roles.)**

**Disengaged Students (Nicole):** (whispers to Chrisjan) Hey, have you seen

the new movie coming out this weekend?
**Disengaged Students (Chrisjan and Del Agua):** (whispering back to
Nicole) Yeah, I just checked online. The reviews are great!

**Disengaged Student (Mylene):** (stares blankly into space)

**Disengaged Student (Geraldin):** (slumping over her desk) I don’t care

about this lesson.

**Concerned Student (Jiea):** (talking to Lyka) I don’t get it. Why are some
students not paying attention?

**Concerned Student (Lyka):** (frustrated) I know, right? It’s so distracting. I

want to learn, but it’s hard when others are not engaged.

**Teacher (Jerha):** Okay, class. Let’s start our lesson on ecosystems. Lyka,
can you tell me what you understand by the term “ecosystem”?

**Concerned Student (Lyka):** (nervously) Um, I think an ecosystem is like a

community of living and non-living things that interact with each other, like
plants, animals, and their environment.

**Teacher (Bryan):** That’s a good start, Lyka. Anyone can add? (Silence)

Emman, can you add to that? How do you think humans impact ecosystems?

**Concerned Student (emman):** (thoughtfully) Well, I think humans can

have both positive and negative impacts on ecosystems. We can help
preserve and protect them, but we can also harm them through pollution,
deforestation, and climate change.
**Teacher (Jerha):** Excellent answer, Emman Now, let’s see if we can apply
this concept to our own community. ( present the PowerPoint Presentation )
“What are some ways we can reduce our impact on the local ecosystem?”

To reduce your impact on the local ecosystem, you

can: conserve water, minimize waste by reusing and
recycling, choose native plants for your garden, reduce
chemical usage, support local biodiversity by not disturbing
wildlife habitats, walk or bike instead of driving when
possible, buy locally grown produce, and educate yourself
about the local ecosystem and its needs; essentially,
focusing on "Reduce, Reuse, Recycle" practices and making
mindful choices about your daily activities.

**(The teacher looks around the room, expecting more students to

participate, but the disengaged students remain uninterested.)**

**(Scene 2: Stage 2 – Teacher Intervention)**

**Teacher (Jerha):** (noticing the disengagement) Excuse me, class. I’ve

noticed that some of you are not paying attention to the lesson. Can we talk
about why that might be happening?

**Disengaged Students:** (shrug or look away)

**Teacher (Jerha):** (approaching Nicole) Nicole, may I have a word with

you? (pulls Nicole aside) Can you tell me what’s going on with your phone?
We’ve discussed this before.

**Nicole:** (sheepishly) I just got a message from my mom.

**Teacher (Jerha):** (smiling) I see. Well, why not put your phone away and
focus on the lesson for now?

**(The teacher then turns to the class and continues with the
lesson, .)**

**(Scene 3: Stage 3 – Understanding Root Causes)**

**Disengaged Students:** (called upon to share reasons for lack of

engagement)

**Disengaged Student(daisy):** Honestly, I’m just bored with the lesson. It

feels like we’re just reading from the textbook without really understanding
the material.

**Disengaged Student (joshua ):** We’re not really interested in the topic.

**Disengaged Student (Mylene):** (sheepishly) I answered all of our

assignments last night. That why I’m still sleepy

**Disengaged Student (Geraldin):** (shrugs) I just don’t see the point in this
lesson.

**Concerned Student (Jiea):** But how can we learn if others are not paying
attention? It’s distracting!

**Concerned Student (emman):** And it’s not just that. Some of us are
actually interested in the lesson, but it’s hard to engage when others are not
participating.
Stage 4: Brainstorming Solutions

**Teacher(jerha):** Thanks for sharing those thoughts! Let’s work together to

make this classroom more engaging. Can anyone think of how we can
change our approach to learning about ecosystems?

**Disengaged Student (daniel)** (after pondering) Maybe if we could do a

project rather than just listen to a lecture?

**Concerned Student 1(lyka)** Yes! Group activities would be great! Like a

scavenger hunt for different plants or animals in our local area.

**Disengaged Studenti(Dasco):** (nodding) That could be cool! We could

even collaborate on a presentation instead of just taking notes.

**Teacher(JERHA):** Wonderful ideas! What if we also set some rules for our
class about engagement? For example, let’s agree to put away phones
during lessons and have specific times for discussions.

### Stage 5: Commitment and Action

**(The Teacher has the students gather in a circle to affirm their

commitment.)**

**Teacher(Jerha)** Let’s all agree to some commitments. How about, after

lunch, we will divide into small groups to start brainstorming ideas for our
ecosystem project?
**Concerned Student 1(Jiea):** And we can help remind each other to stay
engaged and put phones away during discussions!

**Disengaged Student (del agua):** (smiling) Yeah, I think I could get into
that. It’s more like teamwork!

**Disengaged Student (daisy):** (looking excited) I’m in! Let’s make this fun!

**Teacher:** Awesome! I’m excited to see what we come up with together.

Remember, engagement is a team effort!

**Scene 6: Stage 6 – Implementation of Solutions**

**(The classroom is bustling with energy as the students sit in small

groups, brainstorming ideas for their ecosystem project. The
teacher, Ms.Esplana, circulates around the room, listening and
encouraging discussions.)**

**Teacher (Jerha):** All right, everyone! Let’s put those creative minds to
work. What concepts are you thinking about for your projects?

**Disengaged Student (Daniel):** (enthusiastically) We could create a poster

showing how to protect our local ecosystems! Like illustrating pollution and
what we can do.

**Concerned Student (Lyka):** (nodding) And we can include a section on

native species and why they are important. It’ll be fun to research together!

**Disengaged Student (Chrisjan):** (leaning in) I kind of want to make a

video about our local parks and how to keep them clean. We could even do
interviews with people from the community!
**Disengaged Student (Del Agua):** (excited) What if we organize a cleanup
day at the park and document it? Then we can show the impact we have.

**Teacher (Jerha):** (smiling) Those are fantastic ideas! Collaborating on a

community project is a great way to see change in action. Let’s focus on
what skills you all can contribute to this project.

**(As discussions continue, Geraldin, who has been quiet, starts to

engage.)**

**Disengaged Student (Geraldin):** (tentatively) Could we also create a

social media campaign to raise awareness? I’m good at graphics and could
design posts!

**Concerned Student (Emman):** That’s brilliant! We can share our project

and encourage others to join us in caring for our local environment.

**(The teacher observes the growing enthusiasm and decides to give the
groups a check-in.)**

**Teacher(Jerha):** I love how everyone is collaborating! Let’s take five

minutes for each group to share their ideas so far.

**(Each group takes turns presenting. The classroom is filled with excitement
as students spark conversations about their projects.)**

**(Scene 7: Stage 7 – Reflection and Commitment)**

**(After presentations, the class refocuses.)**

**Teacher (Jerha):** I can see that you all have put a lot of thought into these
projects! Before we wrap up for today, how do you feel about the change in
our classroom dynamic?

**Concerned Student (Jiea):** (smiling) It feels way more exciting. I actually

want to learn now!

**Disengaged Student (Mylene):** Yeah, I would have never spoken up

before, but this is fun.

**Disengaged Student (Daisy):** I agree! I like how we’re all working

together and not just listening to a lecture.

**Teacher (Jerha):** That’s amazing feedback! Remember, being engaged

starts with us all. Let’s keep this momentum going.

**(The bell rings, signaling the end of the class.)**

**Teacher (Jerha):** Before you go, I want each group to give me one
commitment. What will you do to ensure we continue this level of
engagement in our next class?

**Disengaged Student (Chrisjan):** We’ll keep encouraging each other to

participate and stay focused.

**Concerned Student (Lyka):** And we’ll remind everyone when it’s time to
put our phones away!
**Disengaged Student (Geraldin):** I’ll design the campaign visuals and
share them with everyone for feedback.

**Teacher (Jerha):** Excellent! I can’t wait to see what you all create.
Remember, your voice matters, and together we can make our learning
environment vibrant.

**Narrator:** With each commitment made, the classroom gradually

transformed from a passive setting into an interactive and engaging learning
environment. Through collaboration and dedication, the students began to
realize that active learning not only empowers them but also fosters a sense
of community and responsibility. The future looks bright for Mr. Bryan’s class.

**(Scene fades as students leave the classroom buzzing with excitement and
anticipation for their next project collaboration.)**