SAMPLE PACK

Engagement

Jobs

Create authentic classroom jobs. Job charts

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Classroom jobs are ubiquitous in classrooms. To engage all students, classroom jobs should be more than just busy work. Christopher Simmons, a fifth-grade teacher, has students apply and interview for positions such as 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), and more.

Why This Works

• Research base. Johnson and Thomas (2009) indicated that jobs that matter are part of caring classrooms that promote a sense of community.
• Student involvement. Creating classroom jobs facilitates the highest level of student involvement, allowing students to run aspects of the classroom.
• Reasonable use. Training for the jobs will take more time initially, but this will quickly diminish as students learn from one another.
• Expectations maintained. Classroom jobs increase student responsibility and self-management.

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Meetings

Hold regular class meetings.

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Class meetings serve to engage students of all ages in their learning. Morning meetings consist of greeting, sharing, group activities, and a message, setting a tone of respect and trust.

Why This Works

• Research base. Class meetings develop a sense of belonging and decision-making opportunities.
• Student involvement. The routine of class meetings prepares students to eventually take over.
• Reasonable use. Class meetings require adherence to a predictable routine and respectful interactions.
• Expectations maintained. Class meetings maintain high expectations for collaboration.

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Games

Collect board and card games.

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Playing games is an excellent way to reinforce academic and social skills. Adapted games meet various needs, ensuring accessibility.

Why This Works

• Research base. Games help build skills such as negotiating, patience, and strategizing.
• Student involvement. Students are responsible for setup and routine maintenance of games.
• Reasonable use. Games are relatively inexpensive and can create a substantial classroom library.
• Expectations maintained. Engaging with games facilitates a productive learning environment.
• Equity and universality. The teacher provides choices in games while ensuring all students can participate.

Grouping

Use various grouping.

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Changing grouping for lessons engages all students. Prearranged groups can save transition time.

Why This Works

• Research base. Cooperative learning positively affects academic achievement and self-esteem.
• Student involvement. Students reflect on the effectiveness of various group sizes.
• Reasonable use. Only time is needed to create grouping cards.
• Expectations maintained. Accountability is important for larger groups.
• Equity and universality. Students should have choice in group size and members.

Schedules

Create classroom schedule variations.

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An effective daily agenda can be displayed in multiple formats. For example, a vertical chart can show time both in analog and digital format.

Why This Works

• Research base. Adjusting schedules relieves stress and increases learning productivity.
• Student involvement. Students should be able to interact with the daily schedule.
• Reasonable use. Cost involves basic materials for creating schedules.
• Expectations maintained. Students are expected to manage their own time.
• Equity and universality. Variations in schedule cater to different student needs.

Syn-naps

Take Syn-naps.

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Implement periodic breaks in lessons to help students regain focus.

Why This Works

• Research base. Breaks help prevent restlessness and stress.
• Student involvement. Students can signal when they need a break.
• Reasonable use. Breaks require little to no preparation.
• Expectations maintained. Breaks increase effective use of class time.
• Equity and universality. All students benefit from regular breaks.

Social Stories

Use purchased or self-created Social Stories.

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Social Stories support students in understanding social contexts and expectations.

Why This Works

• Research base. Provides meaningful information about situations.
• Student involvement. Students can help decide what Social Stories are needed.
• Reasonable use. Resources are available for creating Social Stories.
• Expectations maintained. Students can better navigate unpredictable situations.
• Equity and universality. All students can benefit from enhanced understanding of situations.

Social Skill Autopsy

Implement a social skill autopsy.

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Analyze social skill errors to help students improve future interactions.

Why This Works

• Research base. Structured strategy for realistic learning opportunities.
• Student involvement. Students identify problems and solutions.
• Reasonable use. Preparation involves familiarity with the method.
• Expectations maintained. Support should be raised for students struggling with skills.
• Equity and universality. Strategy responds to individual skill needs.

Integrative Movement

Include integrative movement in the daily schedule.

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Engage in movements like walking or dancing to enhance expression of ideas and academic performance.

Why This Works

• Research base. Body movements facilitate cognitive functions.
• Expectations maintained. Emphasizes productivity while expressing knowledge.
• Equity and universality. Activities are adaptable for any physical need.

Transition Areas

Provide a transition waiting area in the classroom.

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Mark transition areas with visible indicators to assist in smooth transitions.

Why This Works

• Research base. Well-managed transitions reduce confusion and wasted time.
• Student involvement. Engage students in brainstorming solutions for better transitions.
• Reasonable use. Requires minimal resources to create transition areas.
• Expectations maintained. Directs attention and supports independence during transitions.
• Equity and universality. Ensures all students have clear expectations in transitions.

Response Scales

Use response scales to scaffold social skills.

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Provide a concrete version of the social skills scale to guide students in appropriate responses.

Why This Works

• Research base. Helps students develop self-management plans.
• Student involvement. Students help in the scale's development.
• Reasonable use. Creating scales is free aside from initial materials.
• Expectations maintained. Mistakes in social skills create teachable moments.
• Equity and universality. Everyone deserves the opportunity to build social relationships.

Mix-Freeze-Pair

Use Mix-Freeze-Pair to encourage conversations.

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Introduce paired discussions to ease students' participation.

Why This Works

• Research base. Increases opportunities for communication.
• Student involvement. Students actively pair up and decide how to complete tasks.
• Reasonable use. Once practiced, the strategy is quick and easy to use.
• Expectations maintained. Students must complete tasks, ensuring productive interactions.
• Equity and universality. Supports communication for all students engaged in the activity.