As an educator at a university, I am deeply committed to my students' learning and progress. Recently, I encountered a situation that prompted me to reflect on student engagement and inclusion in the classroom.

During a recent class, I noticed a student who had completed his task but chose to play video games on his phone instead of participating with his peers. This behavior intrigued me, leading to a conversation where I sought to understand his perspective. The student expressed that he felt the need to keep his fingers busy and preferred working alone. This moment sparked an exploration of how I could better engage him with the module and foster a sense of belonging within the group.

Throughout our discussion, we delved into various explanations for the student's behavior. I considered factors such as his need for constant engagement, possible screen addiction, and feelings of isolation from his classmates due to differing interests. It became clear that these dynamics were affecting not only his engagement but also his overall experience in the classroom.

I felt a mix of concern and determination as we unpacked this situation. It was evident that my teaching approach needed to evolve to better support this student and others like him.

From our conversation, I gained valuable insights:

• The student might be using his phone as an escapism strategy due to a lack of deep engagement in the activity or a feeling of not belonging in the group.
• There is a pressing need for me to look more closely at inclusion strategies to help students feel connected and valued within their groups.

As commitments moving forward, I plan to:

• Prepare more challenging content for this student to keep him engaged and prevent boredom.
• Encourage collaboration by pairing him with peers or assigning him teaching roles to foster connection and value within the group.

This experience has reinforced my belief in the importance of creating an inclusive environment where every student feels they belong. As educators, we must continually adapt our strategies to meet our students' diverse needs. By doing so, we not only enhance their learning experiences but also contribute positively to their personal growth.

In conclusion, let us embrace these challenges as opportunities for growth—both for ourselves as educators and for our students as learners. Together, we can create classrooms that are not just places of instruction but communities where every individual feels seen, heard, and valued.