SAMPLE PACK

ENGAGEMENT

Jobs

Create authentic classroom jobs. Job charts

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Classroom jobs should be more than just busy work. Christopher Simmons, a fifth-grade teacher, has students apply and interview for positions like Class Captain (morning attendance), Archivist (lesson materials), Fire Chief (attendance during fire drills), and many more. These roles help develop higher-level skills and contribute to the classroom community.

Why This Works

• Research base. Johnson and Thomas (2009) indicated that meaningful jobs promote a sense of community.
• Student involvement. Classroom jobs facilitate high student involvement.
• Reasonable use. Initial training for these jobs may take time but decreases quickly as students learn from one another.
• Expectations maintained. Jobs raise responsibility and self-management expectations.

Meetings

Hold regular class meetings.

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Regular class meetings, such as morning meetings, engage students in their learning environment. These meetings set a tone of respect and trust, fulfilling students' needs for social, emotional, and intellectual interaction.

Why This Works

• Research base. Class meetings develop a sense of belonging, empowerment, and capability (Kriete, 2002).
• Student involvement. Students can eventually take over and facilitate the meetings.
• Reasonable use. Implementing class meetings is straightforward but may take time to establish routines.
• Expectations maintained. High expectations for collaborative sharing and decision-making are upheld.

Games

Collect board and card games.

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Games are engaging ways to reinforce academic and social skills without feeling like practice. Adapted games meet diverse needs.

Why This Works

• Research base. Games promote skills like negotiating and patience (Lavoie, 2005a).
• Student involvement. Students manage games, including setup and cleanup.
• Reasonable use. Games are inexpensive and can be shared among the class.
• Expectations maintained. Engaging games contribute to effective learning experiences.

Grouping

Use various grouping methods.

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Changing grouping dynamics in lessons keeps engagement high. Students practice working alone, in pairs, and in groups. Prearranged groups save transition time.

Why This Works

• Research base. Cooperative learning provides numerous academic benefits (Success for All, 2012).
• Student involvement. Students reflect on group choices and sizes.
• Reasonable use. Only time is required to set up grouping cards.
• Expectations maintained. Accountability in larger groups is essential.

Schedules

Create classroom schedule variations.

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Display schedules using multiple formats – analog and digital, with text and pictures – for better accessibility.

Why This Works

• Research base. Predictable schedules enhance learning productivity (Kamps, 2002).
• Student involvement. Students actively assemble and manage their schedules.
• Reasonable use. Minimal resources are needed for handmade schedules.
• Expectations maintained. Helps students manage their own time.

Syn-naps

Take Syn-naps.

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Implement short breaks for movement and relaxation to help restore focus and enhance learning.

Why This Works

• Research base. Breaks prevent distraction and enhance information processing (Willis, 2006).
• Student involvement. Students can signal for breaks.
• Reasonable use. Breaks are free and effective.
• Expectations maintained. Frequent breaks enhance quality time on tasks.

Social Stories

Use purchased or self-created Social Stories.

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Social Stories support students in navigating complex social contexts and expectations.

Why This Works

• Research base. Benefits of Social Stories include improving understanding of specific scenarios (Gray, 2010).
• Student involvement. Engage students in determining needed stories.
• Reasonable use. Many resources are available, or create your own.
• Expectations maintained. Support students in understanding complex situations.

Social Skill Autopsy

Implement a social skill autopsy to teach new skills.

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Analyze social skill errors to guide students toward improved interactions.

Why This Works

• Research base. This structured approach is more effective than theoretical discussions (Lavoie, 2005b).
• Student involvement. Students identify problems and solutions.
• Reasonable use. Preparation is needed but does not require formal training.
• Expectations maintained. Students are expected to develop appropriate skills.

Integrative Movement

Include integrative movement in the daily schedule.

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Incorporate physical movement to support cognitive function and emotional balance.

Why This Works

• Research base. Movement is integral to cognitive processes.
• Student involvement. Engaging students in movement planning enriches learning experiences.
• Reasonable use. Most activities, like walking or dancing, require no formal training.
• Expectations maintained. Students are expected to express knowledge effectively.

Transition Areas

Provide a transition waiting area in the classroom.

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Designate clear transition areas to improve focus during shifts between activities.

Why This Works

• Research base. Good classroom management reduces confusion and disruption.
• Student involvement. Students can brainstorm ways to enhance transitions.
• Reasonable use. Simple materials, like masking tape, are needed.
• Expectations maintained. Students learn to manage transitions effectively.

Response Scales

Use response scales to scaffold social skills.

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Help students visualize appropriate responses in varying social contexts.

Why This Works

• Research base. Scales help with self-management for students with social challenges (Buron & Curtis, 2012).
• Student involvement. Involve students in developing response scales.
• Reasonable use. Creating scales can be done inexpensively.
• Expectations maintained. Mistakes in social skills are teachable moments.

Mix-Freeze-Pair

Use Mix-Freeze-Pair to encourage conversations.

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Facilitate peer interactions through this dynamic paired discussion process.

Why This Works

• Research base. This strategy encourages communication and offers a change of pace (Candler, 2000).
• Student involvement. Students decide pairings and task completion methods.
• Reasonable use. Instructions must be clear but not difficult to implement.
• Expectations maintained. Ensure students complete the assigned tasks.