Engagement Strategies

Engagement is the key to effective classroom management and is the bridge to enhancing

academic skills, making content meaningful to students’ lives, and increasing students’

confidence (Alber, 2011). To maintain engagement during lessons, teachers should be equipped

with a repertoire of instructional strategies that offer flexibility in demanding students’ attention

and participation (Grand Canyon University, 2016a). Infusing instruction with engagement

techniques, like tapping into students’ prior knowledge, using cooperative learning structures,

and interacting through discussions and questioning will provide a learning environment where

students are actively engaged and participating with the content and their peers and therefore,

reduce distractions and behavior issues (Alber, 2011; GCU, 2016a). Creating a classroom

climate centered on a community of learners will increase students’ feelings of safety and

security relating to asking questions, making mistakes, and feeling like the classroom is a safe

space to make mistakes and learn from those mistakes (Alber, 2011; GCU, 2016a). A classroom

that fosters and values building relationships through an abundance of authentic teacher-to-

student and student-to-student interactions is essential to developing a climate where engagement

exists and difficult behaviors are limited (Alber, 2011; GCU, 2016a). When students understand

the purpose and real-world context of the lessons, it increases their engagement, motivation, and

autonomy, eventually leading them to taking ownership of their learning process.

Procedures, Routines, & Expectations

An effective classroom management plan requires designing a learning environment where

structure and consistency reign. When students know and understand the learning expectations,

procedures, routines, and rules, they will be more likely to follow them and less likely to engage
in off-task and inappropriate behaviors (Alber, 2011; GCU, 2016b). Predictability with routines

and consistency with rules and consequences help create security for children and allow them to

know what to expect throughout the school day (Alber, 2011). When there is an effective

classroom management plan in place, unacceptable behaviors and disruptions are reduced

allowing for an increase in learning and engagement.

When establishing procedures and routines, the teacher should clearly communicate the

procedural expectations for frequently occurring situations, like transitioning between classes,

using the restroom, being tardy, entering and exiting the classroom, and handling fire drills or

other emergencies (The IRIS Center, 2012). In addition to procedures and routines, rules and

consequences will need to be addressed during the first week of class and reviewed regularly by

integrating and reinforcing behavioral expectations into daily lessons (The IRIS Center, 2012).

Actively involving students during the process of creating rules and consequences by allowing

them the opportunity to help construct the rules will increase their accountability and likelihood

of adhering to the rules (Alber, 2011; The IRIS Center, 2012). When introducing the procedures,

routines, and rules students will participate in discussions and role-plays that illustrate

appropriate examples and inappropriate nonexamples of each expectation, allowing the teacher

to gauge students’ understanding and reteach or reinforce as needed (The IRIS Center, 2012).

Allowing students the opportunity to help design classroom visuals that represent the

expectations, like posters or signs, will foster creativity, engagement, participation, and

ownership of the classroom’s rules and regulations (The IRIS Center, 2012). Older students may

benefit from having a folder or keep a code of conduct book that parents or guardians can read

and sign, agreeing to the terms at the beginning of the year during the initial home visit

conducted by the teacher. When parents understand and agree with the school’s policies and
procedures, students are more likely to comply with the rules leading to increased and

uninterrupted instructional time (The IRIS Center, 2012).

Meeting Diverse Needs & Instructional Goals

To ensure every student feels like their classroom reflects a positive learning climate, the

teacher must utilize classroom management strategies specific to students’ diverse learning needs

and value cultural differences (Saravi-Shore, 2008). Knowing students learning needs, styles,

and interests will help guide teachers as they implement certain instructional and classroom

management approaches (GCU, 2016a). Implementing a variety of approaches, like alternative

assessment methods, open-ended projects, student choice, nonverbal cues to regulate off-task

behaviors, various technological tools that promote creativity, offer adaptive learning, and

differentiated tasks, and possibly adjusting the lighting in the room to ensure a sense of calmness

is promoted (Guido, 2018; Saravi-Shore, 2008).

To reach instructional goals, teachers must accommodate students’ learning needs and styles

by offering students a quiet, distraction free space to work independently, incorporating flexible

seating that allows students to work cooperatively with a partner or small group, utilizing peer

tutoring activities, engaging in leveled texts or audio books aligned to the lesson’s content, and

adding extension and enrichment activities (Guido, 2018; Saravi-Shore, 2008). Other

instructional accommodations necessary to ensure the instructional content is differentiated

appropriately might include using visuals, graphic organizers, checklists, sentence starters, or

word banks (Guido, 2018; Saravi-Shore, 2008).

 To successfully and meaningfully involve families, teachers must make authentic

connections with students’ families through home visits, open house nights at school, sporting

events, or other school functions that parents attend. Culturally responsive teachers are not only

aware of the differences their students bring to the classroom, but understand students’ cultural

and linguistically diverse backgrounds and home environments and use this information to

understand behaviors and inform disciplinary decisions (Saravi-Shore, 2008). Knowing how

students’ cultural differences may influence or interfere with learning can guide teachers as they

better understand behaviors and find best practices to address them. Demonstrating an interest

and compassion for students’ differences can help bridge the gap between home and school as

teachers capitalize on the culturally rich experiences and knowledge students bring to the

classroom (Saravi-Shore, 2008).

Another way to support the involvement of families is for teachers to send home positive

notes or make phone calls just to brag on the student’s progress (Guido, 2018; Saravi-Shore,

2008). When families feel like the teacher is on their side and desires to genuinely help their

children, they will be more willing to open up, develop a rapport, and begin to communicate

effectively. Teachers must make families feel welcome to participate in classroom activities and

school functions, and value them as the experts on their children (Saravi-Shore, 2008).
 References

Alber, R. (2011). Ten Tips for Classroom Management: How to Improve Student Engagement

and Build a Positive Climate for Learning and Discipline. Eric Digest & George Lucas

Educational Foundation. Retrieved from https://files.eric.ed.gov/fulltext/ED539390.pdf

Grand Canyon University. (2016a). Classroom Management and Engagement. Teaching with a

Purpose: Learning, Leading, Serving. Retrieved from

https://lc.gcumedia.com/eed480na/teaching-with-a-purpose-learning-leading-and-

serving/v2.1/index.php#/chapter/6

Grand Canyon University. (2016b). Reflecting on Classroom Management and Engagement

Protocols. Teaching with a Purpose: Learning, Leading, Serving. Retrieved from

https://lc.gcumedia.com/eed480na/teaching-with-a-purpose-learning-leading-and-

serving/v2.1/index.php#/chapter/13

Guido, M. (2018). 20 Classroom Management Strategies and Techniques. Prodigy. Retrieved

from https://www.prodigygame.com/blog/classroom-management-strategies/

Saravi-Shore, M. (2008). Diverse Teaching Strategies for Diverse Learners. Association for

Supervision and Curriculum Development. Retrieved from

http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-

for-Diverse-Learners.aspx
The IRIS Center. (2012). Classroom Management (Part 2): Developing your own comprehensive

behavior management plan. Retrieved from

https://iris.peabody.vanderbilt.edu/module/beh2/