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A method I discovered in an earlier teaching environment (a high school in Japan) to encourage students to engage with English outside of the classroom—and therefore associate its use as a part of everyday life—was to have them write weekly diary entries. On the surface it sounds like it could be quite labour-intensive for the instructor to then read, correct, and evaluate each entry, but all that is truly necessary is a confirmation of completion; did the student write a diary, and was it in English? The contents of the diary itself was fairly inconsequential; the consistency of writing, even poorly or simply-constructed sentences, reinforced prior vocabulary and grammar learning by the students. As time passed, those students who put effort in to challenge new grammar structures or harder words were able to improve their written skills significantly, even at the end of the first term (typically from April to mid-July). It is also an easy assignment for students to perform, as they write about themselves and their daily life—generally the easiest topic for any person to discuss is likely to be themselves.

This sort of diary assignment could be done as in my case, in person, but I believe it is a simple enough task that it can be implemented across online and blended learning settings as well.

Throughout my career teaching English, the consistency of practice has always stood out as being crucial to genuine language skill acquisition. Memorising words or grammar rules can be great for writing certain types of exams, but is entirely impractical in daily use; and restricting engagement with English purely to the classroom and class-time is a similar disservice in that it reinforces English as a class rather than a skill to add to a person's toolkit. This consistency of practice evokes how we as native speakers pick up English as children: by constantly trying new things, practicing, and asking questions.

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One strategy I find effective in engaging learners in a classroom is to personalize the experience for them.  I get to know their names and what their interests are and then incorporate their interests into the assessments. Then pair students up, with similar interests, for group assignments. For instance, if two students like dogs, and the assignment is to create a business, pair the two students up and suggest they focus their business idea on something to do with dogs or pets. These students will already have a knowledge base to work from because they are passionate about it and both students can share ideas and compare knowledge. The shared interests and passion for the topic will inspire them to learn more, share, and apply their knowledge to the assessment at hand.

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In our college program, gamefication is a welcome change from lectures and high-pressure scenarios. I use jeopardy-style large-group games, Kahoot, which can be played on their individual devices, and I create crossword puzzles and word searches for engagement during class breaks.

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Choice-based engagement in the classroom

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Choice-based engagement in the classroom

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In my classroom-based teaching and support work, I find that student engagement increases when learners are given structured choices in how they participate. One strategy I use is offering multiple ways to respond during activities—for example, students can answer verbally, write or draw their ideas, or demonstrate understanding through hands-on tasks.

This approach is especially effective for multilingual learners and students with different confidence levels, as it reduces pressure to perform in a single way. By focusing on learning goals rather than one fixed participation format, students are more willing to engage and sustain attention throughout the lesson.

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One of the most effective strategies I’ve seen for engaging students in a classroom setting is starting the day with daily check-ins that combine emotional awareness with student voice. In our school, many teachers use a simple visual check-in board or a post on a Google Classroom where students can share how they’re feeling and respond to prompts. Students can choose to post publicly or privately share their response with the teacher. What makes this strategy work is consistency and follow-up. Some teachers use memes, GIFs, or silly prompts to get students smiling and talking. Over time, it helps build a strong classroom community where students feel seen, supported, and more willing to engage in their learning.

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I frequently bring in guest speakers, including former program graduates, to share their education and career journey with the students. Many of these speakers are subject matter experts, so they are able to bring textbook theory to life with current, real-world examples. Students are energized by the enthusiasm and passion of our guest speakers for their industry. As they see how happy our speakers are with their work, it reinvigorates our students to engage with their studies.

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I teach middle school Math and Science. One of the most effective ways I have found to engage students and help them learn and understand new concepts or content is to tell stories. I relate the learning we are doing to my family, travel, sports, food, pretty much anything that will catch their interest. It allows them to relate new learning to something familiar and to get to know me a little better.

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One thing I love using in my Flight Services classes is Mentimeter. It’s super easy to set up quick polls and quizzes that get everyone involved. For example, when we’re going over safety procedures, I throw out scenario questions that make students think on their feet and analyze real-life situations they might face. Mentimeter also encourages participation from everyone, even those who might be shy to speak up, because students can respond anonymously on their devices. This boosts engagement and gives me immediate feedback on what concepts might need more review. It’s a simple tool but makes the lessons more fun and interactive!

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One of the most effective strategies I use to engage junior high students is incorporating student voice and choice into project-based learning. For example, when exploring persuasive writing or scientific concepts, I provide students with a selection of project formats they can choose from—such as slide presentations, short videos, comic strips, or digital posters. This empowers students to take ownership of their learning while tapping into their interests and strengths. I also use tools like Google Jamboard for real-time brainstorming and collaboration, which keeps all students actively participating. I've found that these strategies not only increase engagement but also promote creativity, autonomy, and deeper connections to the content.

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As an elementary classroom teacher my favourite engagement strategy is group assignments and opportunities for collaboration. My young students really enjoy working with their peers and are great at cheering each other on and engaging each other in the learning process. I also try to incorporate choice as much as possible within assignments. For example, my students recently created a visual food web with basic producers, consumers and decomposers but were allowed to choose what ecosystem to represent. Most students did forest ecosystems, but one group picked an ocean ecosystem and one group pick the Australian outback as their focus ecosystem.

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Blended learning

I prefer Blended learning, which combines traditional face-to-face instruction with online learning activities. I have observed that it is effective in teaching Environmental Health and Safety (EHS) courses for a number of reasons;

1.      Flexibility and Accessibility: Blended learning allows students to access course materials and resources online, providing flexibility in terms of when and where they can learn. This is particularly beneficial for working professionals or individuals with other commitments who may find it challenging to attend traditional classes.

2.      Interactive Multimedia Resources: EHS courses often involve complex topics and practical applications. Blended learning allows the integration of multimedia resources such as videos, simulations, and interactive modules. These resources can enhance understanding and engagement by providing visual and interactive representations of concepts and scenarios.

3.      Self-Paced Learning: Online components of blended learning can be self-paced, allowing students to progress through materials at their own speed. This accommodates different learning styles and allows individuals to spend more time on challenging topics while moving quickly through familiar ones.

4.      Real-world Simulations and Case Studies: EHS courses often require practical application of knowledge in real-world scenarios. Blended learning can incorporate virtual simulations and case studies that simulate workplace situations, providing students with opportunities to apply theoretical concepts to practical situations.

5.      Collaborative Learning Opportunities: Blended learning can facilitate collaborative learning through online discussion forums, group projects, and collaborative assignments. This is especially beneficial for EHS courses where teamwork and communication skills are crucial for addressing safety issues in a variety of settings.

6.      Assessment and Feedback: Online platforms can facilitate the timely and efficient assessment of students through quizzes, exams, and other online assessments. Automated grading and instant feedback help students identify areas of improvement promptly, allowing for a more iterative and responsive learning process.

7.      Cost Efficiency: Blended learning can be more cost-effective than traditional classroom-based approaches. Reduced reliance on physical resources and the ability to reach a broader audience can contribute to cost savings.

8.      Continuous Improvement: Online learning platforms like Moodle which is used by the university I’m teaching at provide data and analytics that instructors use to assess student progress and adjust teaching strategies accordingly. This continuous feedback loop supports ongoing improvement in course delivery and content.

9.      Preparation for Technological Proficiency: In the field of EHS, professionals may need to use various technological tools and software. Blended learning exposes students to online platforms and technologies, helping them develop the digital literacy skills necessary for their future careers.

While blended learning offers numerous advantages, it's essential to design the blend carefully, ensuring that both online and face-to-face components complement each other and contribute to a cohesive and effective learning experience in the context of Environmental Health and Safety courses.

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As a student i believe that many students have become accustomed to living among technology and social media.

So in my opinion it would be a good strategy for the teachers to make their lesson with interactive activities in which the students are encouraged to participate and acquire better critical thinking.

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I believe that in-person learning has always been better. The student-teacher relationship helps in building a child's character, as children spend a significant part of their day at school. They have better interaction and connection with the teacher.

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I feel that the most effective way to interact with studens is by active learning techniques, such as group discussions, debates, problem-solving exercises, and hands-on activities. These methods stimulate critical thinking and interaction, keeping students engaged. 

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I feel that the most effective way to interact with studens is by active learning techniques, such as group discussions, debates, problem-solving exercises, and hands-on activities. These methods stimulate critical thinking and interaction, keeping students engaged. 

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First of all classrooms sizes should be reduced. For a teacher to engage in any meaningful way with his or hers students they need to be proactive and ask a lot of questions and especially trap questions. That way the student can think along the lesson by answering questions and coming to his own answers instead of simply listening to information and digesting it.

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Strategy for teaching and learning interactions

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Strategy for teaching and learning interactions

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When I was in college, my teachers used to encourage student participation in activities by asking questions and inviting comments. They also organized debates among the students, fostering interaction not only between students but also with the teacher.

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Middle School students seem to enjoy routines. As they enter my classroom, the first thing they ask is "what are we doing today?" I have written the daily menu on the whiteboard but I always begin class with a recap of the previous class and what we will be doing in today's class. I also use a strategy some call a "bell ringer." It serves as a transition for students to settle in to class and gives me time to take attendance or organizational task. The bell ringer I often use is a writing prompt that takes about 3 minutes for students to complete in their notebooks. They can be as simple as copying a quote of the day, or they can be a riddle, or a mini grammar lesson: "identify the conjugated verbs and their subjects"

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Panel Discussion - A useful strategy in the classroom

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Panel Discussion - A useful strategy in the classroom

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I think, a panel discussion is a fantastic approach to get students involved in important class discussions. The remaining students serve as the audience, while a chosen group of 4-6 students serve as the panelists. Students engage in conversations about a specific subject from various angles. The possibility for students to participate in genuine, panel-based events in real life is one of the activities advantages. It encourages positive learning interactions amongst students and enables them to reflect and think critically while hearing opposing points of view. Additionally, it gives students the chance to hear many perspectives and sources of information on a contentious or multifaceted subject.

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One of the effective strategy that I usually use is the 'Different learning stations' strategy where by pupils are exploring one topic but in a different way...it is very similar to 'Differentiation learning approaches'. I strongly believe that pupils have different learning style and they will better understand a particular topic if they are having the opportunity to explore it the way they learn best.

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In-person teaching and learning

I usually prepare the material that will serve as content resource where students will focus at and later refer to and gain the information that they can internalise and transform into their own knowledge.

I begin by stating explicitly the objectives of the learning process. How the learning process is expected to proceed. How we will use the content materials I have prepared in the process of learning.

At the end of my presentations, I usually share the content materials so that the students will have the opportunity to refer later.

During my presentations, I usually have prepared questions that will probe students so that they may increase their engagement with the content resource. Also, I ask students from time to time to pose their own questions where they feel they need more clarification.

At times I provide opportunities for students to explain to each other or respond to questions of their peers relating to the content material we are learning.

Another option I usually provide is the opportunity for students to practice using the knowledge gained from the content material.

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Engaging students in face-to-face learning in classroom

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Engaging students in face-to-face learning in classroom

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During face-to-face classes many students become more ‘timid’ in the classroom environment as they feel more exposed and they prefer to stay passive in their bubbles. It is important to make the latter feel comfortable for sharing their thoughts, taking risks, asking questions and confronting challenges in their learning. Thus, it is important for me, as the teacher, to provide opportunities for improvement of social skills and build cordial relationships with students and also among students through collaborative activities, proper dialogue and feedback. The students should know and understand that their input in very valuable for the whole class. From here, students can become more active participants in the learning process, which makes for a more productive learning environment.

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One highly effective strategy in engaging learners in my classroom-based education setting is active learning. Encouraging students to participate, ask questions, and collaborate not only fosters a dynamic learning environment but also deepens their understanding and retention of the material. This strategy promotes critical thinking, interaction, and a sense of ownership in their education.

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Context: It is part of an English lesson, for students who have an A1 elementary level.

Before I start class, I always greet the students and have informal interactions to ask them about their routines. This is basically to set the classroom atmosphere.

To start a lesson, I usually share with them the learning outcomes and explain how we are going to deal with them.

Communicating the learning outcome:

By the end of the lesson, you'll describe a festival you attended or would like to attend.

Strategy: Engaging students 1. (Learner - teacher interaction and learner- content interaction)

I'd start showing them the picture displayed and tell that the festival takes place every November.  Then, I'd ask them the question below:

What festival is it?

Strategy: Engaging students 2. (Learner - learner interaction and learner content interaction)

I'd ask students to work in pairs and to answer the questions below:

What festival is the woman attending?  Where do you think it takes place?

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Best methods in my opinion to facilitate this interaction between teacher-student are:

1) Active Listening : Teachers should actively listen to students, demonstrating that their thoughts and opinions are valued. Encourage questions and provide thoughtful responses.
2) Use Technology : Employ a variety of educational technology tools, like learning management systems, video conferencing, and messaging apps to facilitate communication and collaboration.
3)Create Interactive Content : Develop engaging multimedia content, such as videos, quizzes, and interactive presentations to keep students actively involved in the learning process.

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I think the most effective ways for teachers to interact with their students whilst they are teaching is :
1)  To make continuous pauses and to ask the students for their opinion and any question the may have with this way the students can form their own individual opinion but also help others students have the courage make their own statements .
2)I believe another fun way for students to learn is throught theatrical plays inside the classroom i remeber when i was in 11th grade when our teacher had some of my classmates take roles from the grat elen book which was the class we were taking and i must say it was very efective and i got a 19.6 score out of 20 thanks to that .
3)Lastly i believe that a students being the teacher for the day helps very much and i have to say that from expieriance as the same teacher I mentioned above for our history class had one of my classmates act as her and ask us questions for the privious class and it was also very effective as i still remeber it 3 years alter .

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Applying the 5 Elements of (Blended) Learning in designing and delivering subjects, new content, and more to utilise and drive the interaction between passive and active learning.

1.      Engage – Discussions

2.      Explore – Research-based (exploratory) learning activities

3.      Explain – Content dissemination and application

4.      Elaborate – Concrete-designed Learning Activities to dive deeper into the explored and explained content

5.      Evaluate – (Self) reflect on own learning using the 3-2-1 approach

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One strategy that as a student have liked and teachers used is team projects which the students pick teams and a specific topic and work together to gather resources online and from their experience and work together to create the project which is also beneficial to the students because they enhance their resource skills, creativity and also the ability to express their opinion in different aspects of their project as well as their team spirit and critical thinking.

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The lines between classroom and online teaching is somewhat blurred. We use a LMS that allows us to post work to students to complete remotely so that learning could be enhanced. It allows us to reach students where they are. Provide self paced learning, personalized experiences and feedback that is targeted. Most students cannot complete all activities in the 45 minute period so using the LMS allows them to continue working and submit their work at any time. It is heartwarming to get a notification on Saturday that a submission was made by my students.

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What ways do you feel are the most effective for interacting with students in your teaching and learning setting? Are there specific strategies that you (or your teachers) use to engage students? Write a description of one strategy that you find effective in engaging learners in your education setting, online, in person, or blended.

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What ways do you feel are the most effective for interacting with students in your teaching and learning setting? Are there specific strategies that you (or your teachers) use to engage students? Write a description of one strategy that you find effective in engaging learners in your education setting, online, in person, or blended.

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I believe that one of the most effective ways to interact with students is through a combination of personalized communication, active learning strategies, and creating a supportive pedagogical learning environment.

It is important to establish a sense of connection and trust with the students, so they feel comfortable engaging in the learning process and seeking assistance when needed.

One strategy that I find effective in engaging learners is the use of collaborative group projects. This strategy can be implemented in both online, in-person, or blended learning environments. Collaborative group projects encourage students to work together to solve problems, complete tasks, or create a final product. But this must be implemented effectively otherwise you will get only some collaborators that really collaborate. (Accountability and peer evaluation is mandatory)

The collaborative group project strategy not only fosters active learning but also enhances critical thinking, problem-solving, communication, and teamwork skills. One of my sub-goals as an educator is that, in addition to learning, the student also develops himself as a person.

This learning style creates an inclusive and supportive learning environment where students can learn from each other's strengths, overcome challenges together, and develop a sense of ownership over their learning journey. They can analyze their strengths and weakness as students

Overall, this strategy promotes engagement, collaboration, and a deeper understanding of the course content in a variety of educational settings.