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Trying use or researching one strategy and using that one strategy really well to motivate students to participate. Students can participate nonverbal and verbally

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Trying use or researching one strategy and using that one strategy really well to motivate students to participate. Students can participate nonverbal and verbally

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(i.e. Four corners, Think-Pair share)

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I've used a variety of activities that were all designed to teach the EQ for the day. Using transitions seemed to help them stay on task a majority of the time.

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I think we need to show the students that it is ok to fail. Sometimes that may be even making a mistake in class and pausing and letting students know that you can be corrected. The may even include letting students know that it is ok to refresh their knowledge.

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Have the students work in small groups first and encourage them to speak and participate in those groups before answering questions in front of the whole class

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Have the students work in small groups first and encourage them to speak and participate in those groups before answering questions in front of the whole class

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Know that you can't get 100% of the students engaged every class.  As long as every student is engaged with the content the majority of the time.

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Know that you can't get 100% of the students engaged every class.  As long as every student is engaged with the content the majority of the time.

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group students with purpose -- making sure to have a student who like to talk in each group

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group students with purpose -- making sure to have a student who like to talk in each group

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So how do we model that process of learning from mistakes? How do we facilitate learning? How do we engage classmates to help in these situations? Can we use class agreements like norms during these discussions to help students monitor each other?

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On a block- doing a class discussion that lasts the entire period is tricky. I've done a small group discussion for 30 or so minutes and then had the students bring everything together for a whole class discussion. That way they can showcase what wonderful points they brought up and it helps to eliminate some of the off topic issues

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We have to first get to know and understand the  student individually to help make a difference.  

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We have to first get to know and understand the  student individually to help make a difference.  

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Increase the number of transitions in a class to help keep attention

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Keeping them engaged throughout the entire period

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Keeping them engaged throughout the entire period

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I struggle with total engagement and investment in the discussion.

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I struggle with total engagement and investment in the discussion.

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Teaching the math the correct way that is imbedded in the PBL.

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Teaching the math the correct way that is imbedded in the PBL.

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Connecting with students; making an impact and making them think outside the box to further themselves.

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Students wanting to think deeper even when we ask the deeper questions.

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Students questioning in small groups and fearing to speak up

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The struggle is motivating the students to want to participate.
To not be so fearful of failing or saying the wrong thing in front of the class in fear of being labeled.

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Bringing in the meaningful questions that connect to previous concepts with social/political/economic decisions for future plans.