# data[].attributes.attachment_link.title
Remake Your Class Part 1: Planning for a Collaborative Learning Environment

# data[].attributes.attachment_link.description
Promoting student responsibility Career Stage - Lead Main Focus area - 4.2 Secondary Focus area - 4.1 School - Hackham East Primary School The teacher uses strategies developed from a workshop by boys' education expert Ian Lilico.

# data[].attributes.attachment_link.readable_text
Whether you're a special education teacher or not, you likely teach students who are on the autism spectrum or who have learning disabilities, dyslexia, ADHD, anxiety disorders, or emotional disabilities.

Differentiating instruction for such students can be challenging. But as an urban middle school teacher with more than 30 years of experience, I've identified some strategies that increase the chances that we're meeting all students' needs on a daily basis.

Collaborate with colleagues. I currently work with a teacher team that is well-synchronized when it comes to serving diverse learners.

As a learning disabilities teacher, I ensure that, from day one, all teachers are familiar with our 6th grade students' individualized education plans (IEPs) and necessary modifications.

Two sections of students in our grade are co-taught by special education faculty and content-specific teachers. Our paraprofessional and I alternate each day between the two sections. We move from class to class alongside our students, carrying binders with copies of all student materials so that we can co-teach alongside our colleagues.

Throughout the year, I co-plan with teachers, discussing tests, quizzes, projects and just day-to-day routines. We work on progress reports, reflect on our teaching strategies, and share concerns about students who may be struggling.

Cultivate consistency. For some of our 6th grade students, the shift to middle school is their first experience with "changing classes" throughout the day. Some consistency across classes can be helpful for students who have IEPs and those who simply need familiar routines and structure.

In each class, the general education teacher posts an agenda for the day on the board. And all classes begin with some kind of opportunity for students to review material or make the bridge to a new topic. A "science starter," for example, might require students to describe what phase of the moon occurs during a solar eclipse, or math class may begin with a quick problem that asks students to translate fractions into decimals. This provides all students with the opportunity to connect the class with previous learning.

The homework, posted on the board, is always explained verbally and accompanied by reminders to "take out your agendas and copy this down." Co-teachers circulate the classroom to ensure each student is copying information correctly.

We use common policies and procedures across classes. For example, if students forget to turn in major projects or take tests when they are absent, they'll find an "IOU" task listed on the blackboard.

Develop a student-centered mindset. Our efforts to boost learning are most effective when we share the same philosophy: It's about the kids, not us.

From the English/language arts teacher to the art teacher, all of us know about students' modifications: "who needs what" for tests, quizzes, classwork, and homework. Most students with learning disabilities (along with many of our English-language learners) use word banks when completing homework, classwork, and tests. For students who have difficulty copying, teachers provide printed copies of all notes, although they expect the students to try note-taking (often a goal in their IEPs). Some readers have access to novels on CDs. In math class, some use math reference sheets, a multiplication chart, and calculator-even on tests.

But a "student-centered mindset" goes beyond initial modifications: We pay close attention to individual students' progress and adjust our approaches throughout the year. If a student is struggling, our response isn't, "Well, that doesn't surprise me!" or "I've done my part-oh well." Instead, it's, "Why is this student struggling and what can we do to help?"

For example, sometimes it turns out that a student hasn't done her work because she needs a less distracting environment or additional guidance in understanding the project. We respond by offering opportunities for her to get an early start on projects and long-term assignments, both during and after school.

Our 6th grade team also made this decision: If any student performs poorly on a test, we analyze the data, then work with him or her individually or in a small group to re-teach the skills and concepts. Then students have the opportunity to retake the test after school or at lunchtime.

Set aside time to focus on study skills and extra support. Most students with IEPs attend a class that focuses on development of organizational and study skills. We also use this time to review concepts and guide students in understanding homework assignments. Because our paraprofessional and I have been observing and supporting students in all of their classes, we can make strategic decisions about how to structure this time.

Use multiple forms of assessment. Tests are never more than 35 to 40 percent of a child's grade (which also includes consideration of classwork, homework, participation/preparation, and projects). This ensures multiple opportunities to demonstrate knowledge and understanding in a variety of ways.

Draw on other professionals' expertise. Serving all students effectively requires us to pull in others promptly when students need specialized assistance. We have to be aware of when it's time to do so-and whom to contact. Our team regularly calls on our speech and language therapist, reading teachers, occupational therapist, school psychologist, and guidance counselors to advise us or to work with students on specific issues.

Partner with families. Last, but certainly not least, it's critical to involve families in the process of reaching all students, as some of my Teacher Leaders Network colleagues have been discussing this month at Teaching Ahead. Our 6th grade team's weekly common planning time provides an opportunity for families to meet with us as a group. We're flexible-if a parent or guardian is unable to come into the school, we set up phone meetings, check-ins with the team over email, and/or weekly progress reports.

I work with a great team this year-and I shudder to think that some of you may be reading this and thinking, "Yeah, this would be useful, if I had different (fill in the blank: administrators, colleagues, support staff, planning time)."

I know what you mean-I've been there-but I also think that you can, as Gandhi put it, "be the change you wish to see in the world." Be the one to push for common planning time (and to use it well). Be a dissenting voice when others say a particular student is a failure. Be the one who inspires colleagues to think outside the box about how to support that student. Be a teacher who is committed to helping all students succeed. You are not alone.

Web Only

Please enable JavaScript to view the comments powered by Disqus.
Back to Top

# data[].attributes.attachment_link.title
Strategies for Meeting All Students' Needs

# data[].attributes.attachment_link.description
Whether you're a special education teacher or not, you likely teach students who are on the autism spectrum or who have learning disabilities, dyslexia, ADHD, anxiety disorders, or emotional disabilities. Differentiating instruction for such students can be challenging.

# data[].attributes.attachment_link.readable_text
Federal law in the United States (according to the IDEA) prescribes that students with disabilities should be placed in their neighborhood school with as much time as possible in a general education setting. This is LRE, or Least Restrictive Environment, provides that children should receive educational services with their typical peers unless education there cannot be achieved satisfactorily even with appropriate supplementary aids and services. A district is required to maintain a full range of environments from least restrictive (general education) to most restrictive (special schools).

The Successful Inclusive Classroom

Keys to success include:

Students need to be active - not passive learners.

Children should be encouraged to make choices as often as possible, a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes.

Parental involvement is crucial.

Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs.

Students need to experience success, learning goals need to be specific, attainable and measurable and have some challenge to them.

What is the Teacher's Role?

The teacher facilitates the learning by encouraging, prompting, interacting, and probing with good questioning techniques, such as 'How do you know it's right-can you show me how?.' The teacher provides 3-4 activities that address the multiple learning styles and enables students make choices. For instance, in a spelling activity a student may choose to cut and paste the letters from newspapers or use magnetic letters to manipulate the words or use colored shaving cream to print the words. The teacher will have mini-conferences with students. The teacher will provide many learning manipulatives and opportunities for small group learning. Parent volunteers are helping with counting, reading, assisting with unfinished tasks, journals, reviewing basic concepts such as math facts and sight words.

In the inclusive classroom, a teacher will differentiate instruction as much as possible, which will benefit both the students with and without disabilities, since it will provide more individual attention and attention to

What Does the Classroom Look Like?

The classroom is a beehive of activity. Students should be engaged in problem solving activities. John Dewey once said, 'the only time we think is when we're given a problem.'

The classroom that is child centered relies on learning centers to support whole group and small group instruction. There will be a language center with learning goals, perhaps a media center with opportunity to listen to taped stories or create a multimedia presentation on the computer. There will be a music center and a math center with many manipulatives. Expectations should always be clearly stated prior to students engaging in learning activities. Effective classroom management tools and routines will provide students with reminders about the acceptable noise level, learning activity and accountability for producing a finished product or accomplishing the center tasks. The teacher will supervise learning throughout the centers while either landing at one center for small group instruction or creating "Teacher Time" as a rotation. Activities at the center take into consideration multiple intelligences and learning styles. Learning center time should begin with whole class instructions and end with whole class debriefing and evaluation: How did we do with maintaining a successful learning environment? Which centers were the most fun? Where did you learn the most?

Learning centers are a great way to differentiate instruction. You will place some activities that every child can complete, and some activities designed for advanced, on level and remediated instruction.

Models for Inclusion:

Co-teaching: Often this approach is used by school districts, especially in secondary settings. I have often heard from general education teachers who are co-teaching provide very little support, are not involved in planning, in assessment or in instruction. Sometimes they just don't show up and tell their general ed partners when they have scheduled and IEP. Effective co-teachers help with planning, provide suggestions for differentiation across abilities, and do some instruction to give the general education teacher the opportunity to circulate and support all the students in a classroom.

Whole Class Inclusion: Some districts (like those in California) are placing dually certified teachers in classrooms as social studies, math or English Language Arts teachers in secondary classrooms. The teacher teaches the subject to both students with and without disabilities and carries a caseload of students enrolled in a specific grade, etc. They would most likely call these " inclusion classrooms" and include students who are English Language Learners or struggling with grades.

Push In: A resource teacher will come into the general classroom and meet with students during centers time to support their IEP goals and provide small group or individualized instruction. Often districts will encourage teachers to provide a mix of push in and pull out services. Sometimes the services are provided by a para-professional at the direction of a special education teacher.

Pull Out: This sort of "pull out" is usually indicated with a " Resource Room" placement in the IEP. Students who have significant problems with attention and staying on task may benefit from a quieter setting without distractions. At the same time, children whose disabilities put them at a significant disadvantage with their typical peers may be more willing to "risk" reading aloud or doing math if they aren't worried about being "dissed" (dis-respected) or mocked by their general education peers.

What does Assessment Look Like?

Observation is key. Knowing what to look for is critical. Does the child give up easily? Does the child persevere? Is the child able to show how he got the task right? The teacher targets a few learning goals per day and a few students per day to observe for goal attainment. Formal/informal interviews will help the assessment process. How closely does the individual remain on task? Why or why not? How does the student feel about the activity? What are their thinking processes?

Successful learning centers require good classroom management and well known rules and procedures. A productive learning environment will take time to implement. The teacher may have to call the whole class together regularly in the beginning to ensure that all rules and expectations are being adhered to. Remember, think big but start small. Introduce a couple of centers per week. See more information on assessment.

# data[].attributes.attachment_link.title
The Inclusive Classroom Best Supports Student Success

# data[].attributes.attachment_link.description
Inclusion is the practice of placing students with disabilities in a general education classroom as much as possible, and is considered 'best practices.'

# data[].attributes.attachment_link.title
Teaching Strategies in Inclusive Classroom Settings

# data[].attributes.attachment_link.description
Are you looking for teaching strategies in inclusive classroom settings? This article offers tips for teachers about how to help an inclusive classroom run as smoothly and effectively as possible.

# data[].attributes.attachment_link.title
Boundless - A Modern Immigration Company

# data[].attributes.attachment_link.description
Get the expertise of an immigration lawyer without the price tag. Applying for your green card or U.S. citizenship has never been easier or more affordable.

# data[].attributes.attachment_link.readable_text
School may not be a paid position for students, but the positive habits formed by students today are a good investment in their future.

Holding students accountable for their school work isn't about being a "mean teacher." It is about teaching students life lessons and helping them understand responsibility. The classroom is the perfect place to learn responsible work habits as well as content.

Here are a few simple ways to lead students toward increased accountability:

Create a Paper Trail
I begin the year with two documents: a course outline and an ethics policy. The course outline provides an up front look at expectations, consequences and the general curriculum of my class. The ethics policy makes a frank statement about cheating of any sort and outlines consequences for such actions. Both are signed by the student and a parent. Both provide upfront expectations about actions and consequences and provide valuable evidence during parent-teacher conferences. There are no surprises when, for example, a student loses points for a late assignment or copied homework.

During the school year, students are expected to hand in something every time work is due. If they do not have the assigned homework, they must fill out an excuse slip and hand that in. This half sheet requires students to put their excuse in writing, creating documentation for their missing work.

Communicate with Kids
Try to always speak to students first and document it. One of the small steps in keeping students at the forefront of responsibility is to make them the targeted audience for concerns. Follow up your conversation with documented communication to the parent. Students often become more responsible when they know they cannot play parents and teachers against one another.

Take Advantage of Technology
Technology has become my greatest ally in making students more responsible. I encourage students to email me with questions or concerns. I use Google Docs which allows the sharing of files for handing out and handing in assignments. I maintain a class website where I post homework, important information and link printable handouts. My students learn early on that I make exactly enough copies. If a student loses a paper, and it is available on my website, they are responsible for obtaining a new one.

Many schools now offer the option for students and parents to view assignments and grades online. Each student is assigned a log on and password which enables parents and students to see a students' latest marks. When a student wants to know "What am I missing?", I steer him or her to the "Portal", as it is called at my school. I send the same message to parents, "Tell Johnny to check his Portal." The program my school uses allows me to tag assignments with such attributes as "late" or "incomplete" further explaining a low or missing mark.
Turn Up the Volume on Student Voice
A colleague of mine insists that students call their parents as consequence for incidents of cheating, repeated disruption, or other behavior that interrupts instruction. She stands by as students make the call and speaks to the parent after the confession has been made. This idea puts the focus on the student as the cause for the behavior and helps him / her take ownership of the behavior.

When parents email or call about missing work, I ask them to direct their student my way for a conversation. It's not the parents' education and I want students to come to me about their work. I want to teach my students to communicate with me, even if by email, regarding questions or concerns.

Give Points for Participation
Involved students are invested students. Students who are invested are usually more tuned into their educational responsibilities. Give kids points toward their averages for participation and effort - coming to class on time, being prepared, productive group work and speaking up in class. Awarding points for positive actions helps students to be responsible for their own success. In order to document points, I cover a class seating chart in a plastic page protector and use an overhead marker to keep track of participation during a class period - an idea I gained from a Kelly Gallagher workshop.

As most of us approach the half way mark of the school year, we should think about incorporating ways to empower our students; ideas that help them learn to be more responsible. Responsibility is one of the most valuable lessons students can learn in school.
How do you empower students and encourage responsibility? Share in the comments section!

# data[].attributes.attachment_link.title
Student Accountability: 5 Fast Ways to Keep Kids on Track

# data[].attributes.attachment_link.description
School may not be a paid position for students, but the positive habits formed by students today are a good investment in their future. Holding students accountable for their school work isn't about being a "mean teacher." It is about teaching students life lessons and helping them understand responsibility.

# data[].attributes.attachment_link.readable_text
Why does it pain teachers to hold students accountable?

Why are some so quick to ignore misbehavior, look the other way, or make excuses for it?

Accountability is important, right? So what's the problem?

I have a few ideas.

Teachers are slow to hold students accountable because...

It can be stressful and at times seem more trouble than it's worth.

They fear that strict accountability could make students resentful and therefore increase bad behavior.

Holding students accountable hasn't worked well for them in the past; the same students break the same rules over and over again.

Ignoring misbehavior can seem like a better, less stressful option.

They have deep compassion for students with tough home lives and can be reluctant to hold them accountable.

They don't want students to think they're mean.

I understand these concerns. They're valid and can feel too big to overcome. But it's possible to hold students accountable for every incident of misbehavior while eliminating these concerns.

Here's how.
Accountability Is An Attitude
Effective accountability requires a particular attitude on the part of the teacher. It is a way of thinking that produces (in the teacher) behaviors that eliminate the concerns associated with holding students accountable.

Acquire the attitude, and accountability will work the way it's supposed to.

This accountability attitude is easier to remember if condensed into a single strategy. I call it the it's-not-me-it's-you strategy.
It's Not Me, It's You
The it's-not-me-it's-you strategy is a personal reminder that student misbehavior is not about you. It's about them.

You're not the one who misbehaved. You didn't decide to play around and be silly during literature circles. You didn't make fun of another student. You didn't leave your seat without permission. They did.

So why should you carry the burden or suffer any consequence, angst, stress, fear, or guilt for doing so?

The it's-not-me-it's-you strategy says that:

1. Breaking classroom rules is a choice students make.

2. The responsibility for making such choices lies solely with them.

You are bound by your classroom management plan and therefore have but one choice when a student misbehaves: enforce a consequence.

4. In holding students accountable, you're doing what is best for them.

Once your students understand the first three points, accountability will become much more effective. Number four is a reminder for you that you're doing the right thing despite how difficult some students have it outside the walls of your classroom.

Rest assured, holding your students accountable is an act of compassion.
Carefree Thinking
According to the it's-not-me-it's-you strategy, when a student breaks a rule, your thinking should go something like this:
Oh man, Joey. You didn't raise your hand. And that's your second time today. That's too bad, dude. What does the classroom management plan say? We better look at it. Oh, no. You're going to have to go to time-out. Gosh, sorry you have to miss a part of the cool science experiment. That's a shame. Oh well... next time follow the rules and this won't happen to you.
You might not actually speak this way to your students. But your attitude will. Sending students to time-out is something they decide, not you. You're merely doing your job: following the plan you agreed to in the beginning of the school year.

And here's what is so cool about this:

Your students will adopt the same attitude. They will mentally separate the consequence (which they've earned of their own accord) from the enforcer (which is you).

Suffering a consequence is a disappointment for students to be sure, but there is no reason for them to harbor ill feelings toward you. Instead, we want them to look inward, take a critical look at themselves, and consider the cost of their poor choices.

But they won't do this if (A) they are angry with you or (B) you don't actually hold them accountable.
Stand Apart
There are scores of teachers willing to lighten the load on their students by ignoring poor behavior, looking the other way, or giving second chances. And by doing so, they are harming their chances for success.

Ironically, these are usually the same teachers who resort to hurtful methods in order to control behavior.

Don't be one of them.

Stand apart from the crowd. Really mean what you say. Really do what you say you will do. And stop taking on-mentally or otherwise-what are your students' burdens and responsibilities.

If you haven't done so already, please join us. It's free! Click here and begin receiving classroom management articles like this one in your email box every week.

# data[].attributes.attachment_link.description
Why does it pain teachers to hold students accountable? Why are some so quick to ignore misbehavior, look the other way, or make excuses for it? Accountability is important, right? So what's the problem? I have a few ideas. Teachers are slow to hold students accountable because...

# data[].attributes.attachment_link.title
Collaborative Learning Structures and Techniques

# data[].attributes.attachment_link.description
Focused listing can be used as a brainstorming technique or as a technique to generate descriptions and definitions for concepts. Focused listing asks the students to generate words to define or describe something. Once students have completed this activity, you can use these lists to facilitate group and class discussion.

# data[].attributes.attachment_link.readable_text
The New Teacher Advisor

Student misbehavior isn't always about bad attitudes and "keeping reps" (reputation). Many times student misbehavior in the classroom happens because of boredom. When students are bored in class, their minds begin to wander and they start thinking, "I wonder what would happen if I..." Then the little disruptions begin. The little disruptions pile up and turn into large disruptions. That scenario can go on and on until everything is out of control. What can we do about that kind of behavior?

Keeping students involved and engaged in activities is the very best solution. When students are excited about their learning, they are motivated to pay attention in class. You get excited because your students actually are paying attention. The students sense your excitement and get even more motivated to stay in your class. The positive effects continue to pile up. Keeping students involved and engaged isn't always easy, however. Below are a few tips and ideas to help you along.

Are you a beginning teacher with a question, a concern, or a situation you aren't quite sure how to handle? E-mail Emma McDonald for advice.

Do you have a new-teacher story to share? Click here to visit the New Teacher area of our message boards and share your experiences.

Paper-and-pencil worksheets are not engaging activities. Do they keep students busy? Yes. Are they motivating? No. Reading the textbook aloud and then answering questions at the end of the section is not an engaging activity. Does it take up the whole class period? Yes. Is it motivating and exciting to students? No. Although those activities deceptively look as though they're keeping students involved and engaged, in reality they are not. In fact, you generally can meet the same goals and objectives with different activities.

Activities that involve and engage students are ones in which they manipulate information, physically and mentally. Students need to be moving around, working in groups, and discovering information for themselves. Reading along, taking notes, listening to a lecture, or copying vocabulary words are all passive learning activities. You want to get students actively thinking and moving. How can you accomplish that? You need to start thinking "out of the box."

Do you have a lot of worksheets in your school/district curriculum? How might your students gain the same information in a more engaging manner? Break students into groups and give each group different questions from the worksheet. The group must answer its questions, create a half-poster illustrating the answers, and then present the information to the class. Students could use graphic organizers such as a web, Venn diagram, or T-chart to present the information. Your students might want to create a rhyme, poem, or song to help other students remember the information.

Do you have chronological information that students must remember? Type the information and cut it up into strips. Give each pair or group of students an envelope with the strips. Have them work together to put the events in order. That technique also could work with the steps of a math problem or science experiment. Let students paste the strips onto construction paper.

Have students retell a section of the textbook as a short children's story. Or tell it from the point of view of one of the elements or participants. Or use a round-robin story. Break students into groups. Assign each group a section in the chapter. One student starts writing the "retelling." After a minute or two, that student passes the paper to the next student who continues the story. Keep rotating the paper around the group until the entire section is retold in a story. Set a timer to help everyone stay on track.

Create mobiles that represent information. When students read a novel or a section in the textbook, have them draw pictures that illustrate the concept or events and hang the pictures on a mobile. Make a class paper chain of information. Have each student write one fact on a strip of construction paper. Line up the class in the front of the room. Invite the first student to read his or her strip, and fold it into a link. Staple the link. Then invite the next student to read a fact, and attaches his or her link to the chain. Continue through the entire class.

Give students "clues" to find items in the classroom that relate to your topic of study. Engage students in a "scavenger hunt." When they find an item, they must explain why it is on the scavenger hunt list. Invite students on a road trip. Place around the school or classroom stop signs containing an activity or reading passage. Students must "travel" to each place and complete the activity (idea courtesy of Beaver Elementary). Give students a "passport" that must be stamped at each "stop" on the trip.

Encourage students to make artifacts from a culture they are studying, or to give a speech as a famous historical person or a character from a novel. Give students the opportunity to act out 5 plus 3 or 10 divided by 5. Create centers for students to visit and complete an activity that meets one of your learning objectives.

Those kinds of activities get students moving both physically and mentally. Before you know it, you'll hear from your students complaints like "Is it time to go already?" and "I'm not finished." Those kinds of complaints are music to the ear. Creating those activities and planning out the details isn't easy. You have to provide structure and you have to constantly monitor and guide students as they work. You won't have perfect products in the beginning, and you'll have to stress constantly the importance of turning in work that reflects "personal best." It takes time and it takes effort. But when you start hearing those "complaints," you'll know that it was well worth doing!

[content block]

# data[].attributes.attachment_link.description
Student misbehavior isn't always about bad attitudes and "keeping reps" (reputation). Many times student misbehavior in the classroom happens because of boredom. When students are bored in class, their minds begin to wander and they start thinking, "I wonder what would happen if I..." Then the little disruptions begin.

# data[].attributes.attachment_link.readable_text
Call it "active learning," or "classroom participation" -- every teacher wants to know how to motivate students to particpate, and how to nurture more involved students and fewer apathetic ones. With a little extra planning, that is possible.

Below are four common reasons students don't participate and techniques to solve those problems and spice up your lessons.

Maybe it needs to be repetitive because the students don't really "get it," or maybe you're reviewing for a test. In any case, they're tuning out.

Solution #1: Assess their prior knowledge.

This could be as simple as asking students, "What do you know about (topic)?" and writing their responses on the board. You could also try a pre-test or a graphic organizer like a K-W-L chart . The goal is to find out what they already know (or think they know). You create buy-in for the students because they feel smart, and you can tailor your lesson to the information they don't know or don't remember correctly.

Solution #2: Try skills grouping.

Divide the class into groups based on what skills they need to practice - not forever, but for a class period or two, so they can focus on what they really need help with. So have a group that works on multiplying fractions, one on dividing fractions, and one on converting fractions to decimals. Make a group of "already got 100% on the test" kids and give them an extra credit activity or let them preview the next lesson. Then take time to move between the other groups and help them review. You'll have more students engaged in the lesson and they'll get specific, focused practice time.

Solution #3: Let them teach each other.

Especially good when reviewing before a test: divide the class into groups and give each group a topic. Set some guidelines and then let them teach each other. Encourage them to do interesting activities - write tests for each other, design review games, etc. - and evaluate each group on the accuracy of their content, the creativity of their approach, and how well they work together as a team. This is also a great way to discover how to motivate students.

This is really half the problem. The other half - especially with older students - is their fear of "looking stupid" by asking questions.

Solution #1: Allow anonymous questions.

Put out a "question box" where students can submit questions any time. Give each student an index card and ask them to write something about the reading assignment they did for homework. If they don't have a question, instruct them to write a comment on the reading. Collect the cards and use them to lead a class discussion. You'll easily recognize what parts of the reading confused a lot of students and they won't feel embarrassed.

Solution #2: Allow them to work together.

We can't do this all the time; individual students need to be assessed. Ask yourself: is the goal of this activity for them to learn the content, or for them to be assessed? If you want them to learn the content, why not let them work together? When they bring in their homework, do a quick survey for completeness, then put them in pairs and let them review the homework together. Encourage them to make changes if their partner's answer looks right. When they've finished, review as a class. Students may be less embarrassed to share a group's answer than their own and you may be able to complete the review more quickly.

Solution #3: Try a jigsaw approach.

No, we're not talking about puzzles or scary movies. If you're introducing new, difficult content, divide the class into groups and ask each group to master only one portion of it at a time. If, for example, you're teaching the American Revolution, have one group focus on the Continental Congress, one on Washington's Army, one on French support for the war, and so on.

Ask them to do a reading on their topic - to become the class "experts" on that subject. Then split up the class into new groups that include one "expert" on each topic. Ask these new groups to work together to write an essay or complete a worksheet that requires information about all the topics. They will teach each other in the process. Learn more about the Jigsaw Approach.

Problem: There's too much information to present in too short a time.

Sometimes there's no way around it: you simply have to get a lot of information out there in a short amount of time. So you opt for a lecture and just want your students to absorb the content. Instead, they fall asleep or stare out the window. What can you do?

Solution #1: Keep it "bite-sized."

Remember: research shows the average student's attention span is as long as her age. So even high school kids can only handle about 15 minutes. If you have a lot of information to convey, re-arrange your lesson plans so you never lecture for more than 10-15 minutes.

Break up large concepts into smaller sections - give a brief lecture, then do an activity to help it "sink in." Repeat this process over several days. You'll increase participation - and improve comprehension, too.

Solution #2: Keep them busy.

Don't allow students to stare into space while you talk. Give them something to stay connected. Try "fill in the blank" lecture notes. Delete key words and phrases in your lecture notes to create a "fill in the blank" worksheet. Then ask students to fill in the worksheet while you lecture. Another fun variation - lecture bingo .

Solution #3: Look into the future.

Before a lecture, give students a prediction activity. For example, tell them you will be lecturing on Shakespeare and ask them to predict what you will say, or give them a set of true/false statements and ask them to take their best guess.

As you lecture, instruct students to compare their guesses with what you actually say.

When the lecture is over, have a class discussion and evaluate how accurate student predictions were.

Problem: The lesson emphasizes the teacher, not the students.

Solution #1: Keep them busier than you are.

The traditional classroom of yesteryear had the teacher at the front of the room, droning on while students doze. Re-imagine your classroom as a place where students are busier than you are.

Keep the "sit still and let me talk to you" moments as brief as possible; get those kids working! Give them worksheets, activities, discussions, and projects. That doesn't mean you get to sit around -- you will still be busy, moving from student to student or group to group, correcting, evaluating, or providing feedback. But now everyone is busy and involved.

Homogeneous grouping? Heterogeneous grouping? Tracking? Forget the buzz words: having students work in groups is one of the best ways to increase student participation. Don't keep them in the same groups all the time -give them a chance to be the "smart kid" who can help someone one day and the kid who needs help the next.

Take a traditional worksheet or activity and give it to students in groups. Offer a reward to the group who finishes first with the most answers correct and watch them go! Note: it helps to have additional prizes available to keep groups motivated after the first group "wins." Even high school students enjoy these competitions.

Solution #3: Give them a voice and a choice.

Do students ever get a "say" in your classroom? Of course you need to make most decisions, but there must be some things you could leave up to them - whether it's what color chalk you use today or how long they practice a specific activity.

Kids tune out because they feel like their ideas don't matter. Show them their opinions are important and they'll pay better attention and speak up more in class.

There will always be some unreachable student who won't respond, even with these efforts. But if you give these a try, you may be presently surprised at the previously unreachable students who just might join in!

How do you encourage participation in your class? In what ways did you discover how to motivate students? Share in the comments section!

# data[].attributes.attachment_link.keywords[]
top 12 ways to increase student participation

# data[].attributes.attachment_link.title
Top 12 Ways to Increase Student Participation

# data[].attributes.attachment_link.description
Call it "active learning," or "classroom participation" -- every teacher wants to know how to motivate students to particpate, and how to nurture more involved students and fewer apathetic ones. With a little extra planning, that is possible. Below are four common reasons students don't participate and techniques to solve those problems and spice up your lessons.

# data[].attributes.headline
Videos That Convey Sharing Responsibility

# data[].attributes.subject
Videos That Convey Sharing Responsibility