How can you improve K-12 student engagement?

I think educational programs and current educational research have already answered this question. We improve engagement by crafting real world lessons focused upon student interests. We build choice within the scope of the educational tasks that require students to engage with the content in a meaningful way. We allow them opportunities to shine as an individual with their natural talents.

In my experience when you make the content relevant to the student's life experiences I find more engagement. However, you must invest time in building relationships with your students so they feel comfortable letting you into their world. Engaging students today is a dance that demands authenticity. Students feel your vibe more than your knowledge. They have Spidey senses just like teachers.

We can start by modernizing school and making it have a more realistic impact on their daily lives. Imagine a mathematics course where students had to intern in math related fields; or making it a requirement that health and credit scores are part of graduation requirements. What if we actually had courses on credit, relationships, and wealth building, you know the stuff that we spend most of our time as adults on? Outside of that, removing the pressure of too much stuff on the educational system. In short, we need to set a stick of dynamite and redo it. That could be a great thing!

Increasing student involvement from kindergarten through high school is critical to fostering active learning and producing superior academic results. Create healthy relationships between teachers and students by encouraging open dialogue and showing empathy. Lessons can be made more interesting by utilizing various types of media, as well as visual aids and examples from real life. To encourage critical thinking and active participation, you can use exercises in problem-solving, case studies, and simulations. Utilize various forms of digital instruction, such as educational applications, online resources, and digital tools, to produce a more engaging and pleasurable educational experience. Try using educational games and simulations.

One thing that has really helped educators is creating smaller milestones for a bigger tasks - bigger picture. Showing students the importance of documentation at every step, helping them to create their digital portfolio. This portfolio can evolve with time and becomes a learning journey.

Building a classroom which is a safe space for students to learn, explore, try and tinker is of paramount importance to create positive classroom climate. One thing I have found useful while building safe spaces is establishing an open and non-judgmental classroom atmosphere where students are encouraged to ask questions, make mistakes while tinkering around, and explore new ideas freely. This encourages active participation and creative experimentation. An example I’ve seen is where students were leading operations of the Atal Tinkering Labs in government school with minimal or no supervision from the teachers. This led to increased engagement, a sense of ownership in their education, and a curiosity-driven learning environment.

A small practice I began a few years ago is greeting each student with a handshake as they enter my classroom. I used to try and sneak in an email or a random 5-minute task between class periods, but I started to consider what my MVA (most valuable activity) as a teacher was...and spoiler alert, it was face time with students. A smile, a warm greeting, and a short check-in as students enter starts each class period on the right foot. (I might even sneak in a friendly reminder for them to put up their phone as they come in--which works far better than a verbal warning to put it up once the bell rings) It just feels like a warmer classroom.

Know your students & how they learn is begun by listening to your students. By listening, I mean all that they are telling using all the languages, ways and means, that they are using, including body language. Earn that trust by how you treat them & by being trustworthy with what they share with you. No matter the age of the children (students) in your care, treat them with respect, empower them to see themselves as learners. Teach them the skills and strategies they need & pose thoughtful questions to them that require them to think & that allows them to ask questions in return. Meet them where they are, challenge them to be the best version of themselves. Model kindness, resilience, & respect. Believe in them.

I consistently welcome students with a genuine compliment and a warm smile. Regardless of the topic, initiating a conversation makes them feel valued and cherished in our center. Given that most of our students are between 3 to 12 years old, particularly for first-timers, a personal question about their interests or just a big smile goes a long way in easing their anxiety and fostering a positive connection.

An open door policy is the best policy. So many young people see school as their safest space available, and not just a home-away-from-home. If you’re trying to be mindful to your own work-life balance needs, which is also extremely important, be sure to be transparent and communicative with your students about when you’re exactly available to them.

In the field of education, one size seldom fits all. Utilising a variety of instructional methods not only accommodates diverse learning styles but also fosters a dynamic and inclusive learning environment. The blend of methods like direct instruction with project-based or inquiry-based learning facilitates both foundational knowledge acquisition and critical thinking. Incorporating multimedia elements such as videos or simulations can significantly augment student engagement, catering to both visual and auditory learners. Assessments, too, should be diversified—from quizzes that offer immediate feedback to portfolios that demonstrate longitudinal growth.

Differentiation, scaffolding, varied instructional strategies Complementing a positive classroom environment with different instructional strategies and scaffolding techniques will essentially bring a balance in the spectra of your students’ academic abilities. Do a lot of check for understanding exercises, activities, or questioning, and chunk, chunk, chunk, even the topics that you believe are already simplified. Mini lessons are also very important in understanding and/or recall of math concepts.

The best classroom management strategy is a well-planned, engaging lesson that throws students into the productive struggle. Kids build stamina and perseverance with grade level content when they're give ample at-bats reading, writing, speaking, and listening. When teachers truly put the lift on kids, that's when they feel deeply and authentically engaged. And there's no better culture than one of learning!

One shoe size does not fit all! Hence varied tools for teaching to reach out to variety of learners must be applied by the practitioner. Practitioners must share teaching -learning strategies within their groups /innovate simple methodologies to reach out to each learner.

I mainly agree but I’d like to emphasize on one issue. Of course variety of instructional methods is one of the key elements of a functioning classroom; however, sometimes I witness students (or even teachers) who are confused with all different activities and assessment types, etc. which complicates the whole teaching and learning environment. I still believe variety is key, but we should still ‘select’ the best options for ourselves and our classrooms.

A program implemented in my nation is Self-Initiated Learning. Every two weeks, students are allocated 1 hour within curriculum time to learn whatever they wish to learn. Guidelines are given as to what can be learnt (e.g. Music, cooking, languages, culture, coding) and how they can find learning resources. Learning goals are set and students set out to learn what they wish to learn. At the end of the year, students present their learning in front of their classmates to celebrate each other's accomplishments. This is a simple yet great way to encourage student choice in the midst of a standardized curriculum.

In order to establish a safe and effective learning environment it is paramount for students to have Voice, to be Visible, and know they are Valued. These are key foundational necessities that will empower the students' trajectory toward a successful educational journey... and beyond. Voice: Let the students tell their stories! This provides learning for all beyond the textbooks! And, we can't tell their stories, we didn't live them. Visibility: Often times students feel overlooked, left out, ignored, excluded and rejected. Many times this escalates to a student feeling invisible, or wishing they were invisible. Therefore, Value: We must acknowledge and affirm each student's presence, because doing that might mean the world to them.

As a music educator, one of my most effective concert programs was one where the students were responsible for selecting the repertoire we were performing. Beyond having a greater sense of ownership, they recognized the complexity of effective programming and balancing the pedagogical needs of their peers with crafting an engaging concert for their audience.

This is where true education begins. It’s important to teach facts and concepts, but if that’s where it ends, then we’re missing the crucial part. Students must have a chance to access and test their knowledge. They must also have a chance to go beyond what they’ve learned. We’re also guiding them to be curious, creative, and engaged. By making room choice we are also encouraging students to have ownership of their learning and growth.

This is where *storytelling* and *visual metaphors* (my strength) can help create connections from your content to what's relevant to the student's lives. Stories and metaphors are two of the best tools to explain the unfamiliar in a familiar way. Upskilling in both of these domains will warp speed your teaching efficacy.

Students are always engaged in a classroom where they are able to make connections to real life. Real life application of concepts being taught are easier to relate to and understand. For example, when teaching fractions, teachers can relate the concept of fractions to real-life scenarios like dividing a pizza or splitting expenses among friends. In geometry, students can calculate the angles and measurements needed to design and build objects, such as birdhouses or architectural models. When studying historical events like World War II, teachers can invite veterans or survivors to share their experiences with students. Analyzing primary sources, such as diaries and letters, help students understand the personal impact of historical events.

It's so important to offer students windows and mirrors into their own lives and to make space for personal reflection and authentic identity work, especially within humanities curriculum. This identity work must also be done by teachers so they can model for students the importance of self-reflection and acknowledgement of ones own identity in relation to the texts and content they're reading.

In order to make connections to real life is it important to embrace Open and Outdoor Learning structures. Some ways to get started in Open and Outdoor Learning Structures: One thing I've found useful is integrating outdoor education into traditional subjects to enhance engagement and relevance. Actually, I disagree with the idea of confining learning to classrooms; open and outdoor structures offer experiential, holistic learning opportunities. An example I've seen is using Design Thinking sessions with K-12 students to explore school facilities like kitchens, playgrounds, and classrooms. This fosters creativity, problem-solving, and empathy, making education more practical and meaningful.

Learning is meant for life and to be used in real life situations.So, experiential learning surely is the way of learning for the learners .

J. Antonetti (2015) identifies eight qualities of engaging school work: 1) Personal response, 2) Clear/modeled expectations, 3) Emotional/intellectual safety, 4) Learning with others, 5) Sense of audience, 6) Choice, 7) Novelty and variety, and 8) Authenticity. Some of the definitions of these concepts are much more than meets the eye, so it is worth checking out his research and resources to improve engagement.

Providing feedback with Check for Understanding Structures. As these structures are visual cues or tools displayed in the classroom that help students monitor their comprehension and progress. These can include charts, rubrics or learning goals posted for students. This will lead to active self-assessment of their own learning and with appropriate structures for feedback students can gauge their understanding of the learning material, set personal goals, seek clarification when needed, leading to increased engagement and a deeper grasp of a content.

Giving students regular feedback during independent practice is a high-leverage way to increase learning and investment. A simple way to do this is to give students a check for a correct answer and quick praise or circle their incorrect answer and offer support.

As a classroom teacher, I would schedule class time around 1:1 conferences that I would do at minimum every month (our marking periods were 9 weeks). I had a teacher table in my classroom, and would have students completing a self-directed activity, usually "Ketchup, Mustard, Pickles" (catch-up activities, must-do activities, and an activity the student picks), while I would call students up one by one. In each conference, I would ask students how they felt about the class vibe, if they felt like they were learning enough, if they needed anything, and then we would go over their last few assignments so that I could give them specific and holistic feedback on their overall class performance. My students seemed to appreciate our check-ins.

Providing a space that all students feel supported and valued has been found to be one of the pillars for student engagement. A sense of belonging, simply knowing their name, engaging with them as individuals, showing an interest in their learning so they truly feel ‘part’ of the class and ‘belong’ in your class.

Peer Mentorship Programs, generally involves older students guiding and supporting their peers. These mentor students can provide assistance, share experiences, and offer academic as well as emotional support to younger students. This helps in building sense of community and collaboration.