Student Engagement Strategies for High School Teachers Michelle Dempsey South High.

Student Student Engagement Engagement

Strategies for High Strategies for High School TeachersSchool Teachers

Michelle DempseyMichelle DempseySouth HighSouth High

Student Engagement Student Engagement (n)(n)

DefinitionDefinition The act of attracting The act of attracting

and holding onto the and holding onto the attention of our attention of our studentsstudents

SentenceSentence Student engagementStudent engagement is is

fairly strong in fairly strong in elementary school, but elementary school, but wanes as students get wanes as students get older.older.

Word FamilyWord Family Engage, EngagingEngage, Engaging

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Why is engagement so Why is engagement so important?important?

Motivated students…Motivated students… Are less likely to disruptAre less likely to disrupt Earn higher gradesEarn higher grades Feel more confident about Feel more confident about

learninglearning Are willing to accept Are willing to accept

challengeschallenges Retain information longerRetain information longer ““Are more likely to become Are more likely to become

life long learners”life long learners”

(Brewster, 2000)(Brewster, 2000)



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Engagement FallaciesEngagement Fallacies I used to look for a bunch of I used to look for a bunch of

“fun” activities. Now I try to “fun” activities. Now I try to take the necessary and make take the necessary and make it engaging.it engaging.

As a control freak, this was As a control freak, this was hard, but I learned the more I hard, but I learned the more I relinquish control the more relinquish control the more engaged my students are.engaged my students are.

Effective motivators are not Effective motivators are not usually extrinsic (candy, pass usually extrinsic (candy, pass to leave class, etc.).to leave class, etc.).

Intrinsic motivators are most Intrinsic motivators are most effective (“choice, autonomy, effective (“choice, autonomy, challenge”).challenge”).

(Salisbury-Glennon & Stevens, 1999)(Salisbury-Glennon & Stevens, 1999)



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Goals for this sessionGoals for this sessionLearn from my mistakesLearn from my mistakes& leave with the & leave with the

following…following… Plan for how to start Plan for how to start

engaging students on engaging students on the first daythe first day

At least three strategies At least three strategies you can employ in your you can employ in your classroomclassroom

YOUR TASK:YOUR TASK: Jot down Jot down any strategies you could any strategies you could use in your classroom. use in your classroom. List strategy + unit of List strategy + unit of study.study.



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We’ll discuss four We’ll discuss four aspects of engagementaspects of engagement

Engagement from Engagement from day oneday one

Engaging all Engaging all learnerslearners

Reading Reading engagementengagement

Room for reflectionRoom for reflection



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#1 - Engagement #1 - Engagement from day onefrom day one



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The first day sets the tone for the rest of theYear.

How do you get your students off to a great start?

Engagement from day Engagement from day oneone

Create classroom community first, Create classroom community first, the dividends are huge!the dividends are huge!

On the first day, balance getting to On the first day, balance getting to know the students with getting down know the students with getting down to business.to business.


Make a seating chart…know everyone’s Make a seating chart…know everyone’s first name by the end of the first day; Have first name by the end of the first day; Have students know each other’s names by the students know each other’s names by the end of the first week.end of the first week.

Share select information about yourself Share select information about yourself (“Everything you ever wanted to know (“Everything you ever wanted to know about Mrs. Smith but were afraid to ask,” about Mrs. Smith but were afraid to ask,” pictures, letter to students, etc.).pictures, letter to students, etc.).


Invite students to introduce themselves Invite students to introduce themselves to youto you Letter to youLetter to you Interest survey (hobbies, favorite class, Interest survey (hobbies, favorite class,

etc.)etc.) Two minute introduction where students Two minute introduction where students

interview then introduce each otherinterview then introduce each other


Give students a subject-specific survey Give students a subject-specific survey and/or pre-test on the first dayand/or pre-test on the first day Reveals student knowledge/attitudesReveals student knowledge/attitudes Allows you to help students set goalsAllows you to help students set goals Conversation pieceConversation piece I study all of their names while they’re doing I study all of their names while they’re doing

this quietlythis quietly

#2 - Engaging all #2 - Engaging all learnerslearners

Classrooms are Classrooms are becoming more becoming more and more and more academically academically diversediverse

It’s important to It’s important to challenge and challenge and engage all learners engage all learners in your classin your class



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Engaging all learnersEngaging all learnersCreate low-risk engagement Create low-risk engagement

opportunities.opportunities. Journal “Editorials”. Have students state & Journal “Editorials”. Have students state &

back up their opinion on a topic: back up their opinion on a topic: War is War is never justified, All human beings deserve never justified, All human beings deserve respectrespect, etc.), etc.)

What is the most important word of the What is the most important word of the discussion today? Why?discussion today? Why?

Benefits? Students can’t be wrong, and they Benefits? Students can’t be wrong, and they must back up their opinion with specific must back up their opinion with specific details.details.

Engaging all learnersEngaging all learners

Scaffold with sentence startersScaffold with sentence starters I agree/disagree with _____’s opinion I agree/disagree with _____’s opinion

because…because… The most The most resilientresilient person I know is person I know is

_____ because…_____ because…


Begin with student interests, then Begin with student interests, then branch out to the abstract or new branch out to the abstract or new learning.learning.

Example essay order: personal Example essay order: personal narrative, persuasive, literary narrative, persuasive, literary analysis, research paper.analysis, research paper.


Use think, pair, share to involve Use think, pair, share to involve everyoneeveryone in in allall discussions discussions After posing a question, have After posing a question, have

students write on their own, share the students write on their own, share the answer with a partner, then share answer with a partner, then share with the whole class.with the whole class.

Engaging all learnersEngaging all learners Make it impossible for students to “hide”Make it impossible for students to “hide”

After posing a question, have students stand by After posing a question, have students stand by the sign in the room that reflects their answer the sign in the room that reflects their answer to the question: agree, somewhat agree, to the question: agree, somewhat agree, somewhat disagree, disagree.somewhat disagree, disagree.

Ask a question and then ask for everyone to Ask a question and then ask for everyone to give a thumbs up or thumbs down to respond.give a thumbs up or thumbs down to respond.

Post excerpts or quotes around the room. Ask Post excerpts or quotes around the room. Ask students to read them all, then write down one students to read them all, then write down one they agreed with & discuss with the class.they agreed with & discuss with the class.

Engaging all learnersEngaging all learners ContestsContests (Use (Use sparinglysparingly as needed) as needed)

Have students compete for a few points extra Have students compete for a few points extra credit, candy, etc.credit, candy, etc.

Battle of the blocks (multiple classes compete for Battle of the blocks (multiple classes compete for best HW completion, percentage in class, best HW completion, percentage in class, percentage on time)percentage on time)

Best sentence – everyone reads aloud & I judge or Best sentence – everyone reads aloud & I judge or we votewe vote

The best competitions are where students are The best competitions are where students are competing against their own past performance.competing against their own past performance.


Create a “real” audience whenever Create a “real” audience whenever possiblepossible Presenting a project or paper in front of the Presenting a project or paper in front of the

classclass Online writing contests appropriate to your Online writing contests appropriate to your

subject areasubject area• ““Capture the Music,” science, technology, Capture the Music,” science, technology,

history, etc.history, etc. Letter to the editor of a Letter to the editor of a

newspaper/magazinenewspaper/magazine Interview with parent or community Interview with parent or community

member about your subject/unit of study member about your subject/unit of study (“What do you remember about the (“What do you remember about the Vietnam War?”Vietnam War?”

#3 - Reading #3 - Reading engagementengagement

Goal: Make it Goal: Make it impossible for impossible for students to “fake students to “fake read”read”

Allow choice Allow choice whenever possiblewhenever possible

Read aloud, even Read aloud, even to high school to high school studentsstudents



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Reading EngagementReading Engagement

Use pre-reading strategies to get Use pre-reading strategies to get students prepared to readstudents prepared to read Give students an anticipation guide before a Give students an anticipation guide before a

reading. This is a “set of generalizations reading. This is a “set of generalizations related to the theme of a section. Students related to the theme of a section. Students decide whether they agree or disagree with decide whether they agree or disagree with each statement in the guide” (Beers, 2003, p. each statement in the guide” (Beers, 2003, p. 74).74).

Example: Example: The American Dream is still possible, The American Dream is still possible, Money equals happinessMoney equals happiness, etc., etc.

Reading engagementReading engagement Use during reading strategies to Use during reading strategies to

keep students engagedkeep students engaged Have students mark/highlight the text Have students mark/highlight the text

whenever possiblewhenever possible Sticky notes are an alternative to marking Sticky notes are an alternative to marking



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What should students be marking?What should students be marking? Part they agree/disagree withPart they agree/disagree with Connections, questions, predictions Connections, questions, predictions Main idea and supporting evidenceMain idea and supporting evidence


Use post-reading strategies to Use post-reading strategies to deepen comprehensiondeepen comprehension Have students circle the most important word Have students circle the most important word

in a section of reading (chapter, page, in a section of reading (chapter, page, paragraph, etc.).paragraph, etc.).

Have student write an explanation of why they Have student write an explanation of why they chose that word using examples from the text.chose that word using examples from the text.

Have students discuss and defend their choice.Have students discuss and defend their choice.


Rating Scales after a reading or discussion: Rating Scales after a reading or discussion: An engaging alternative to nit-picky reading An engaging alternative to nit-picky reading quizzes quizzes (like the terrible ones I used to give to (like the terrible ones I used to give to my students).my students).

Likert ScalesLikert Scales Holden Caulfield shows maturity at the end of Holden Caulfield shows maturity at the end of

The Catcher in the RyeThe Catcher in the Rye. Circle your answer . Circle your answer and explain using at least two specific details and explain using at least two specific details to support your answer.to support your answer.

Strongly Disagree Disagree Agree Strongly Strongly Disagree Disagree Agree Strongly AgreeAgree

Reading EngagementReading Engagement Semantic Differential ScaleSemantic Differential Scale

Circle your answer below and explain using two Circle your answer below and explain using two specific details to support your answer. specific details to support your answer.

Jay Gatsby is HONEST < < < < < > > > > > DISHONESTJay Gatsby is HONEST < < < < < > > > > > DISHONEST


Include a clear, simple grading scale right on Include a clear, simple grading scale right on the assignment.the assignment.

Example for Likert/Semantic Differential Example for Likert/Semantic Differential scalesscales1 - Your explanation didn’t convince me1 - Your explanation didn’t convince me2 - I’m somewhat convinced, but still a little 2 - I’m somewhat convinced, but still a little hesitanthesitant3 - I buy into everything you said3 - I buy into everything you said

(Beers, 2003, pp. 140-141)(Beers, 2003, pp. 140-141)

#4 - Room for Reflection#4 - Room for Reflection Ask student to Ask student to

reflect on their reflect on their work/progress work/progress periodicallyperiodically

Get them to be as Get them to be as metacognitive as metacognitive as possiblepossible



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Room for ReflectionRoom for Reflection Progress assessmentProgress assessment

Can use before conferences, at the end of a Can use before conferences, at the end of a marking period, at the end of the semestermarking period, at the end of the semester• How is it going?How is it going?• Is this class easier, harder, or about the same as you Is this class easier, harder, or about the same as you

previous Math class?previous Math class?• Which concepts have been easiest for you to master? Which concepts have been easiest for you to master?

Why?Why?• Which concepts have you struggled with? Why?Which concepts have you struggled with? Why?

Might redistribute a previous self-assessment or Might redistribute a previous self-assessment or letter to you so students can see/reflect on letter to you so students can see/reflect on progressprogress

Room for ReflectionRoom for Reflection Reflect after each major project or paperReflect after each major project or paper

I ask students to score themselves using the I ask students to score themselves using the rubric and answer the following questions on rubric and answer the following questions on the back of the rubric.the back of the rubric.• What did you do well?What did you do well?• What would you improve on if you had more What would you improve on if you had more

time?time?• What grade do you think you earned?What grade do you think you earned?

Room for ReflectionRoom for Reflection Exit slips allow students to reflect at the Exit slips allow students to reflect at the

end of a class periodend of a class period Ask students to write on a half sheet of paper Ask students to write on a half sheet of paper

or an index cardor an index card• One thing from today’s discussion that made One thing from today’s discussion that made

me stop and think was…me stop and think was…• What was the most important aspect of the What was the most important aspect of the

notes today? Why?notes today? Why?• Right now what I understand about the civil Right now what I understand about the civil

war is…war is…

The End!The End!

Good luck in your first Good luck in your first year with Parkway!year with Parkway!

Exit Slip, please…Exit Slip, please… On an index card, write On an index card, write

down three down three engagement strategies engagement strategies you want to use in your you want to use in your classroom.classroom.



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Works CitedWorks Cited Beers, K. (2003). Beers, K. (2003). When Kids Can’t Read: What Teachers When Kids Can’t Read: What Teachers

Can DoCan Do. Portsmouth, NH: Heinemann.. Portsmouth, NH: Heinemann.

Brewster, C., & Fager, J. (2000). Increasing student Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to engagement and motivation: From time-on-task to homework. Northwestern Regional Education Laboratory. homework. Northwestern Regional Education Laboratory. http://www.nwrel.org/request/oct00/textonly.html

Salisbury-Glennon, J.D., & Stevens, R.J. (1999). Addressing Salisbury-Glennon, J.D., & Stevens, R.J. (1999). Addressing preservice teachers’ conceptions of motivation.” preservice teachers’ conceptions of motivation.” Teaching Teaching and Teacher Educationand Teacher Education, 15, 741-752., 15, 741-752.

Student Engagement Strategies for High School Teachers Michelle Dempsey South High.

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