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Student engagement within the classroom contributes to reducing behavioral disruptions and increasing effective learning. When students are actively engaged, they become more motivated participants in their own learning. In his article, “Beware the Engagement Illusion,” Douglas Reeves defines engagement as, “the mutually focused attention of students and teachers on curiosity, challenge, and learning (2022, para. 2).” There are numerous considerations when seeking to improve student engagement. These considerations include relationships, a safe learning space, interactive lessons, and the use of proximity. An explanation and suggested strategies for each area are provided below. 

Relationships: Students become more engaged in classrooms where they feel a sense of belonging through connection with their teacher and peers.

    Greeting Students at the Door: According to a study published in the Journal of Positive Behavior Interventions, greeting students at the door has been shown to increase academic engagement by 20% and decrease disruptive behavior by 9% (Cook et al., 2018). For more information about greeting students, watch this short video from Edutopia called Making Connections with Greetings at the Door.

    Knowing Student Names: Using students’ names helps increase engagement by promoting a sense of belonging and community. When an instructor knows students' names, students are more likely to feel invested in the class and seek help when needed (Cooper et al., 2017). Edutopia offers a few tips for remembering students' names in their article How to Remember Student Names.

    2 x 10: The 2 x 10 strategy is a method of connecting with students through a two-minute interaction over ten consecutive days. Research has indicated that using this strategy can lead to significant improvements in student behavior and improvement in the classroom environment (Wlodkowski, 1983). For more information on implementing this strategy, the Greater Good in Education offers this resource on the 2 x 10 Strategy.

Safe Learning Space: Educators can create a learning environment in which all students, even those who don’t know the answer, can respond during classroom interactions. This engagement can be accomplished by providing students with the opportunity to answer with a question, provide a partial answer, request think time, or to “phone a friend” (Reeves, 2022).

    Growth Mindset: Carol Dweck is known for her work on growth mindset, the understanding that one’s abilities are not fixed and can be developed. When students possess a growth mindset within an environment where they feel safe to make mistakes, they become willing to take risks that support their learning. American University’s School of Education provides strategies for teaching students to develop a growth mindset in their article How to Foster a Growth Mindset in the Classroom.

Interactive Lessons: When students actively participate in lessons that promote the development of higher-order thinking, engagement and understanding increase (Himmele & Himmele, 2017). Persida and William Himmele (2017) provide a wealth of strategies to promote active participation and higher-order thinking in their book, Total Participation Techniques: Making Every Student an Active Learner.

Proximity and Active Supervision: Educators can use proximity and active supervision to increase student engagement and reduce problem behaviors. These strategies enable teachers to respond promptly and privately to student misbehavior, academic mistakes, and questions. The Iris Center at Vanderbilt provides this Proximity Skill Sheet which includes videos at both the elementary and secondary levels.

Student engagement is an important yet complex component of learning. While a sample of strategies to increase student engagement have been provided here, many other considerations and strategies exist. To continue to expand your understanding of student engagement and strategies to support engagement, read Confronting the Crisis of Engagement by Douglas Reeves, Douglas Fisher, and Nancy Frey. In order for students to learn effectively, they must be actively engaged.



References

Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., Thayer, A. J., & Renshaw, T. (2018). Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management strategy. Journal of Positive Behavior Interventions, 20(3), 149–159. https://doi.org/10.1177/1098300717753831

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE—Life Sciences Education, 16(1). https://doi.org/10.1187/cbe.16-08-0265

Himmele P. & Himmele, W. (2017). Total participation techniques: Making every student an active learner. ASCD. 

Reeves, D. (2022, September 1). Beware the engagement illusion - Corwin connect. Corwin Connect. https://corwin-connect.com/2022/09/beware-the-engagement-illusion/

Wlodkowski, R. J. (1983). Motivational opportunities for successful teaching. Leader's Guide. Universal Dimensions.

For more information, contact Whitney Shotwell (wlshotwell@vcu.edu), Program Specialist, T/TAC at VCU. 

When we think about it, how often do we ask students for their perspectives? Do we include them when making decisions or developing policies at the school and classroom levels? Including and honoring student voice can increase their engagement and feeling of ownership in their learning. The Center on American Progress (2019) defines student voice as “...authentic student input or leadership in instruction, school structures, or education policies that can promote meaningful change in education systems, practice, and/or policy by empowering students as change agents… (p. 3).” When students participate and share topics and issues that pertain to them, they demonstrate to adults that they possess valuable knowledge and perspectives that need to be considered (Singleton & Jackson, 2021). In addition, student voice can highlight issues of equity and other topics that might otherwise go unnoticed or avoided by adults. Involving students allows educators to hear from the individuals most affected by the educational system, the students (Cave, 2022). 

Honoring student voice has benefits. Students’ connection to school increases when they have opportunities for authentic engagement and participation (Martinez et al., 2021). When they engage in meaningful conversations with adults and/or provide feedback, students feel empowered; they see how their voice can affect the policies and decisions that have a direct impact on them (Singleton & Jackson, 2021). Student voice can be included in the implementation of new or existing initiatives such as Positive Behavioral Interventions and Supports (PBIS). Their involvement helps them to be the face of the initiative and to be leaders in the change effort (Hershfeldt et al., 2021; Martinez, S., 2019). And lastly, involving students helps build positive relationships with adults and improves student outcomes (Martinez et al., 2021).

Student participation can be placed on a continuum that includes their level of involvement in areas such as initiation, communication, decision-making, and leadership (Hershfelt et al., 2021; Martinez, S. et al., 2019;). Educators need to consider how they can increase the degree of authentic student participation. Here are a few suggestions for meaningful student involvement:

• Involve youth in decision making. Martinez, et al, (2021) explain how a Florida school district selected students from different schools to meet four times during the year to analyze and problem solve using data sources in the areas of school climate, discipline, and mental health. Student-led action plans were developed and shared with their respective school administrators. 
• Use student surveys to collect student perspectives. Surveys can be designed by the division, school, or teachers to collect student perspectives on topics such as school climate, student behavior, student engagement, or rigor of instruction (Center for American Progress, 2019). In their article “What students can tell us,” Nishida and Hanson (2020) explain how the Student Perception Project engages students in having a voice in their education by providing teachers with feedback regarding their instructional practices and classroom environment.   
• Include students in the implementation of school initiatives. Martinez, S. et al. (2019) share examples of incorporating high school students' voices in the implementation of PBIS. Using a continuum of student participation, the examples illustrate how students can be involved at different levels on the continuum. 
• Organize and host student panels. In the podcast,”Uplifting Student Voices in Implementation,” presenters Dr. Felicia Singleton and Marcus Jackson explain the formation of virtual student panels of African American students after the closure of schools in 2020 (Cave, 2022). Students on the panels responded to three questions: What has been your experience in education? What do you need from adults? What do you wish educators knew about you? The podcast shares how the panel discussions highlighted changes needed within the district. As a result, additional panels representative of other student groups (e.g., students with disabilities, Asian students, Native American students) were formed to hear their answers to the three questions.

Providing opportunities for authentic student participation allows educators to listen to and honor students’ voice, regardless of their age. It engages and empowers youth to be active participants in their learning and to contribute to the success of our schools. Think about how you can increase student voice in your classroom and school. 

References

Cave, M. (Host). (2022, January 18). Episode 15: Uplifting student voices in implementation. [Audio podcast episode]. In Expert Instruction: The Teach By Design Podcast. PBIS Apps. pbisapps.org/articles/ep-15-uplifting-student-voices-in-implementation

Center for American Progress. (2019). Elevating student voice in education. https://www.americanprogress.org/article/elevating-student-voice-education/

Hershfeldt, P., Flannery, K.B., McClung, J. (2021, October 28). Involving youth in school and district decision making: Let data guide [Session presentation]. National PBIS Leadership Forum, Chicago, IL. https://www.pbis.org/video/session-l2-pbis-forum-2021-involving-youth-in-school-district-decision-making-let-data-guide

Martinez, S., Laxego, Weretka, S., & Hershfeldt, P. (2021, October 26). Youth voice: Letting students lead the way [Session Presentation]. National PBIS Leadership Forum, Chicago, IL. https://www.pbis.org/video/session-a6-pbis-forum-2021-youth-voice-letting-students-lead-the-way

Martinez, S., Kern, L., Hershfeldt, P., George, H. P., White, A., Flannery, B., & Freeman, J. (2019). High school PBIS implementation: Student voice. Center on Positive Behavioral Interventions and Supports. https://www.pbis.org/resource/high-school-pbis-implementation-student-voice

Nishida, N. & Hanson, H. (2020). What students can tell us. 41(1). The Learning Professional

Singleton, F. & Jackson, M. (2021, October 28) Youth speaking up about inequity: Their experiences through their own voices [Session presentation]. National PBIS Leadership Forum, Chicago, IL. https://www.pbis.org/video/session-l3-pbis-forum-2021-youth-speaking-up-about-inequity-their-experiences-through-their-own-voices

For more information, contact Chris Frawley (cdfrawley@vcu.edu), Program Specialist, T/TAC at VCU. 

In 2014, the Workforce Innovation and Opportunity Act (WIOA) was passed to improve poor post-school outcomes (e.g., employment, postsecondary educational access, and independent living) (Ruiz & Scott, 2021). However, many secondary educators, rehabilitation counselors, and transition teams need additional support to deliver pre-Employment Transitional Services (Pre-ETS) to culturally and linguistically diverse learners. Carylon Cage (2019) shares that it is not enough to be culturally aware, but challenges special education teachers to develop their cultural competence by examining their cultural values. She highlights how student diversity affects their future planning. As our school populations have changed, so should our approach to providing services. One of the highlights of WIOA is the expectation that students with disabilities would work in their communities, which benefits the students and community employers searching for dependable workers. 

Ruiz & Scott (2021) share three steps to creating a culturally responsive pre-employment transition services team. The first step is relationship building for students and families from culturally and linguistically diverse backgrounds. Step two requires that service providers use critical reflection among themselves to be attuned to the assets that families bring to the planning process. The third step is to respond by incorporating cultural responsiveness and critical action into the Pre-ETS delivery. During this planning stage, it is critical to ask questions and engage with the student and parent to understand better how cultural norms and beliefs shape the activities during the Pre-ETS process (Ruiz & Scott, 2021). 

Workforce Innovation and Opportunity Act guidelines require state Vocational Rehabilitation agencies in coordination with local educational agencies to deliver Pre-Employment Transition Services. There are five significant areas in Pre-ETS services: 

1. Job exploration counseling 
2. Work-based learning experiences 
3. Post-secondary educational or higher education program counseling 
4. Social and independent living skills training 
5. Instruction in self-advocacy 

WIOA's focus on competitive integrated employment lends itself to greater collaboration between schools, families, and communities. Competitive integrated employment is full-time or part-time work in the community where the person receives the same pay, at or above minimum wage, that a person without a disability would receive for doing the same work. The Virginia Department of Aging and Rehabilitation Services (DARS) is a resource available when working with youth with disabilities for transition planning. For more information on Pre-ETS, reach out to the DARS counselor in your region.

Resources

Department of Aging and Rehabilitative Services (DARS) 

Greene, G. (2011). Transition planning for culturally and linguistically diverse youth. Available at the TTAC at VCU library.

National Technical Assistance Center on Transition (NTACT). Quick Guide: Culturally and linguistically diverse youth- Secondary Transition.

Virginia Department of Education Transition Services for Students with Disabilities 

References 

Cage, C. (2019). Culturally Responsive Transition Planning. Topical Paper. VCU Center on Transiton Innovations. www.centerontranstion.org

Ruiz, A. & Scott, L. (2021). Guiding questions for a culturally responsive framework during pre-employment transition services. Teaching Exceptional Children, 53(5), 369-375. https://doi.org/10.1177/0040059920982312

For more information, contact LaTonja Wright (wrightly2@vcu.edu), Program Specialist, T/TAC at VCU.

Virginia’s I’m Determined project defines self-determination as, “knowing and believing in yourself, knowing what you want your future to be and how to make plans to achieve this future, and knowing what supports you need to take control of your life” (Virginia Department of Education, 2016, p. 1). The term self-determination is typically associated with older students and secondary transition; however, models for developing the foundations of self-determination in early childhood have recently emerged (Palmer et al., 2012). The Early Childhood Foundations Model for Self-Determination proposes that young children need to develop choice-making and problem-solving, self-regulation, and engagement as the foundations for developing self-determination later in life (Palmer et al., 2012). Research shows that young children learn these foundational skills through adult facilitation, collaboration, and support (Erwin et al., 2016; Palmer et al., 2012). Introducing these skills at a young age, “may prevent overdependence, a low sense of self-efficacy, and external locus of control” (Palmer et al., 2012, p. 40). So, how can caregivers and practitioners help young children with disabilities build a strong foundation for later self-determination skills?

One of the most impactful ways an adult can guide the development of these skills is by facilitating opportunities for young children to make choices and solve problems. Choice-making is a central component of self-determination and, “self-determined individuals make choices, act on those choices, experience the results, and then make new choices” (Agran et al., 2010, p. 77). Young children make choices early in life based on preferences and interests. Many early communication behaviors emerge around choice-making, including pointing to and/or naming a preferred object or food. Choice is also closely associated with autonomy (Palmer et al., 2012) and can lead to children feeling more in control of their environments.  

Adults can facilitate choice-making by embedding choice-making opportunities throughout a child’s routine. Palmer et al. (2012) noted that choice-making can be embedded throughout the day by, “presenting options for materials or activities, opportunities to participate or refuse to participate in an activity, and choices within an activity such as the location of an activity, and time an activity occurs/ends” (p. 45). Choice-making can occur during dressing, mealtime, instructional activities, and play activities. Adults can modify the environment so that children have access to options for choice-making. Are toys and clothes stored in a place that a child can reach? Do children have access to tools that can help them communicate their choice? Is sufficient free play time each day for children to choose and play what they want?



Children with disabilities are typically not offered the same opportunities to make choices because of communication barriers and presumed inability by an adult. It is essential to the development of self-determination skills in later years that adults working with young children create opportunities for choice through facilitated interactions, embedded interventions, and environmental accommodations.

References

Agran, M., Storey, K., & Krupp, M. (2010). Choosing and choice making are not the same: Asking “what do you want for lunch?” is not self-determination. Journal of Vocational Rehabilitation, 33(2), 77–88. https://doi.org/10.3233/jvr-2010-0517

Erwin, E. J., Maude, S. P., Palmer, S. B., Summers, J. A., Brotherson, M. J., Haines, S. J., Stroup-Rentier, V., Zheng, Y., & Peck, N. F. (2015). Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school. Early Childhood Education Journal, 44(4), 325–333. https://doi.org/10.1007/s10643-015-0710-9

Palmer, S. B., Summers, J. A., Brotherson, M. J., Erwin, E. J., Maude, S. P., Stroup-Rentier, V., Wu, H.-Y., Peck, N. F., Zheng, Y., Weigel, C. J., Chu, S.-Y., McGrath, G. S., & Haines, S. J. (2012). Foundations for self-determination in early childhood: An inclusive model for children with disabilities. Topics in Early Childhood Special Education, 33(1), 38–47. https://doi.org/10.1177/0271121412445288

Virginia Department of Education. (2016). How self-determined are you? A toolbox of resources to help build self-determination skills. https://www.imdetermined.org/wp-content/uploads/2018/06/toolbox_for_self-determination_2.pdf

For more information, contact Nora Bryant (nbryant4@vcu.edu), Program Specialist, T/TAC at VCU.