#domain 2d

[kristiallan123-blog]

Check out this Teach Like a Champion tip to assist with Classroom Management which leads to increased levels of Cognitive Engagement throughout the lesson!  What strategies are you using to get student attention?  Do you settle for compliance from MOST and not ALL?  consider this tip!  How might you introduce this?  Watch the clip to see it in action!

Technique 36:  100 percent.

100 percent means that a teacher expects 100 percent compliance.  The trick is to be sure that your expectations are reasonable and that asking for 100 percent compliance does not become a power struggle.

A teacher who asks her class to be quiet by having the class raise their hands when she raises hers.  Often teachers will accept the performance of a class if they are quiet, although only 60 percent of the class raises their hands.  It gives the class the message that less than 100 percent is acceptable, and that message may become a real problem, when things continue to slip down the slippery slope.  What would be a better result?  Asking that when the teachers hand goes up, the class is quiet, hands are on top of desks and feet are flat on the floor.  That leads to an automatic and smooth transition to instruction.

Enforcement needs to be steady, considerate and unemotional.  If students know that compliance is not negotiable, they will follow through

[kristiallan123-blog]

What Engaged Students SAY, DO and LOOK LIKE

What Engaged Students Say, Do and Look Like

First, there are student behaviors ,as captured by observers and reported by others, that are evidence of student engagement. Below are some examples.

Students are included and treated fairly.

Students show that they know when they are successful in tasks.

Students can make real authentic choices and regulate own learning.

Students seem secure and safe in the classroom.

Students are actively discovering, constructing and creating.

Students are listening, observing, noticing and being mindful.

Students are immersed in tasks.

Students keep busy and active. They are not clock-watching.

Students say they understand task expectations.

Students are saying, doing, writing and responding openly.

Students look satisfied and fulfilled after responding.

Students sit, walk tall, speak up, look self-assured.

What Teachers Teaching for Engagement Do

Second, there are teacher behaviors, or strategies, that predict student engagement. Here are some examples.

Teachers express high expectations.

Teachers create personal human relationships between teachers and students.

Teachers use a variety of space, student and room arrangements.

Teachers link to prior knowledge and experience.

Teachers plan and address allocated time, engaged time and academic learning.

Teachers review frequently.

Teachers do continual assessment and feedback.

Teachers focus language on meaning, form and use.

Teachers seek evidence of participation and flow.

Teachers ensure all students are always doing something.

Teachers articulate rules for participation.

Teachers use list of evidence checks.

Teachers use a variety of interaction modes.

Teachers structure tasks in rigorous, active and accountable ways.

Where would your classroom fit into these criteria for engagement?  Use these lists as a reflective tool in order to think about your instructional program, adjustments that may be needed and additional support that could be provided to your instructional program.

Consider using these lists as a starting point.  Pick one area and focus on that for one entire week.  I would start with "Teachers ensure that students are always doing something."

What would that look like in your classroom?