# SAMPLE PACK --- ## ENGAGEMENT # Jobs ### Create authentic classroom jobs. Job charts ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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. ## Try This 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.