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 of interest while feeling their efforts have a true impact on the classroom community. Some roles include:

• Class Captain (takes care of morning attendance and lunch count),
• Archivist (manages lesson materials and distributes handouts),
• Fire Chief (leads the line during fire drills),
• Chairman of the Boards (cleans whiteboards and sets up technology),
• Mail Carrier (delivers notes and paperwork),
• Zookeeper (feeds class pets),
• Tech Specialist (handles equipment),
• Classroom Super (oversees cleanup),
• Gofer (fetches supplies),
• Social Committee Members (plan events).

Why This Works

• Research base. Johnson and Thomas (2009) found that jobs that matter create classrooms promoting community.
• Student involvement. Creating classroom jobs facilitates student involvement, allowing them to run certain aspects of the classroom.
• Reasonable use. Training for jobs takes time but becomes easier as students teach each other.
• Expectations maintained. Jobs increase responsibility and self-management.

Meetings

Hold regular class meetings.

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Class meetings engage students and set a tone of respect and trust. They can include:

• Greeting,
• Sharing,
• Group activity,
• Morning message.

Dr. Walter Cooper Academy begins each day with a morning meeting, fostering a positive school culture.

Why This Works

• Research base. Kriete (2002) demonstrated that class meetings develop belonging and empowerment.
• Student involvement. Students prepare to facilitate meetings independently.
• Reasonable use. Implementing a routine may take time but is straightforward.
• Expectations maintained. Meetings establish high expectations for collaboration and decision-making.

Games

Collect board and card games.

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Board and card games engage students and reinforce skills in an enjoyable format. Adapted pieces (e.g., foam dice) can accommodate various needs.

Why This Works

• Research base. Games build social skills like negotiating and following rules (Lavoie, 2005a).
• Student involvement. Students handle setup, cleanup, and maintenance of games.
• Reasonable use. Games are usually inexpensive or can be acquired from garage sales.
• Expectations maintained. Observing students playing games reveals effective learning taking place.

Grouping

Use various grouping.

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Changing up grouping for lessons allows for different student interactions. Students can experience working alone, in pairs, small, or large groups.

Why This Works

• Research base. Cooperative learning has positive effects on academic achievement (Success for All, 2012).
• Student involvement. After experiencing various groupings, students reflect on their preferences.
• Reasonable use. Only time is needed to create grouping cards and allow students to form groups.
• Expectations maintained. Assessment of group performance ensures accountability.

Schedules

Create classroom schedule variations.

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An agenda helps frame the day. A vertical chart can display the schedule in both analog and digital formats.

Why This Works

• Research base. A well-managed schedule promotes productivity (Kamps, 2002).
• Student involvement. Students should assemble and check off events daily.
• Reasonable use. Minimal costs for materials and preparation.
• Expectations maintained. Students can manage their own time effectively.

Syn-naps

Take Syn-naps.

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Periodic breaks, or "syn-naps," can help replenish focus and processing. Short breaks every 15 minutes enhance learning connections.

Why This Works

• Research base. Breaks reduce restlessness and improve focus (Willis, 2006).
• Student involvement. Designate a "Class Naps Leader" to signal for breaks.
• Reasonable use. Breaks require no special training but should be planned.
• Expectations maintained. Breaks can enhance effective time on task without diminishing productivity.

Social Stories

Use purchased or self-created Social Stories.

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Social Stories provide clarity on behaviors and expectations in complex social contexts, essential for learning appropriate responses.

Why This Works

• Research base. Gray (2010) advocates for the benefits of Social Stories in providing support.
• Student involvement. Students can contribute topics for Social Stories.
• Reasonable use. Resources are available online or can be created easily.
• Expectations maintained. Supports are provided to help students understand their surroundings better.

Social Skill Autopsy

Implement a social skill autopsy to teach new skills.

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A social skill autopsy analyzes social errors and plans corrective actions for future interactions.

Why This Works

• Research base. This method provides structured support for personal growth (Lavoie, 2005b).
• Student involvement. Students actively engage in evaluating their experiences.
• Reasonable use. Preparation needed, but training is unnecessary.
• Expectations maintained. High standards for social skills are set for all students.

Integrative Movement

Include integrative movement in the daily schedule.

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Daily activities like walking or yoga enhance focus and cognitive function.

Why This Works

• Research base. Movement aids cognitive processing and knowledge expression.
• Student involvement. Engaging in integrative movements can enhance learning experiences.
• Reasonable use. Some movements require training, while others, like walking, do not.
• Expectations maintained. Students remain on task throughout movement activities.

Transition Areas

Provide a transition waiting area in the classroom.

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Clear expectations for transitions can smooth out times like class changes by using designated areas or markers for waiting.

Why This Works

• Research base. Efficient transitions lower confusion and disruption (Wong & Wong, 1998).
• Student involvement. Students discuss solutions for smoother transitions.
• Reasonable use. Only basic materials are needed for setup.
• Expectations maintained. Support independence during transition periods.

Response Scales

Use response scales to scaffold social skills.

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Provide a concrete way for students to manage social responses with a guided scale of voice levels.

Why This Works

• Research base. Scales help students with emotional regulation (Buron & Curtis, 2012).
• Student involvement. Students contribute to creating and customizing scales.
• Reasonable use. Custom scales require time but minimal costs.
• Expectations maintained. Mistakes in social responses offer teaching opportunities.