Classroom management engagement and motivation by Lillian Nahoi

Think pair share (3-8)

evelynolguin1423 — 2025-10-06 03:09:42 UTC

Students first think about their individual question and then they discuss their ideas with a partner and then they finally share with the class.

Purpose: Encourages students to have social interaction and active participation.

Impact: Increases Equitable participation and ideas sharing.

Scaffolded Peer Mentoring / Buddy Systems ( K-2,3-5)

evelynolguin1423 — 2025-10-06 03:17:25 UTC

ESL: A patient peer who may help with task or language scaffolding can be paired with an EL student or a student with a disability.

Implementation tip: Switch up responsibilities so that the "mentee" occasionally teaches information or provides an explanation, which promotes responsibility and mental processing.

Peer Feedback and Gallery Walk (3-5)

evelynolguin1423 — 2025-10-06 03:47:06 UTC

Students evaluate each other's work and present their own, either digitally or physically. promotes growth in self-esteem, and productive dialogue. When students are aware that their work will be shared, they take responsibility for it. fosters respectful, constructive peer communication.

Student-Led Conferences or Reflections (6-8)

evelynolguin1423 — 2025-10-06 04:03:14 UTC

Students have a brief conversation or write a comment on their goals after reviewing their progress. It promotes accountability and consciousness. helps students in developing and tracking goals for themselves. It alsp promotes parent participation and trust between teachers and students.

Morning Circles (K-2)

nahoi1lillian — 2025-10-06 04:55:30 UTC

Having a moment in the morning specifically for community building practice for students and teachers to discuss and share topics.

Purpose: Builds a positive environment where students feel heard and a part of a community.

Impact: Increases students' motivation and belonging in a learning environment.

Choice Boards with Learning Pathways (3-5)

nahoi1lillian — 2025-10-06 05:05:01 UTC

Students will be able to choose from a variety of tasks or projects that are aligned with different learning goals students have to demonstrate what they've learned.

Purpose: Encourage students self-motivation and determination to show their understandings of a concept.

Impact: Empowers students to feel ownership and creates relationship with their learning and helps students want to pursue activities that match their strengths and help them learn about themselves.

Jigsaw Collab Learning (3-5)

nahoi1lillian — 2025-10-06 05:09:36 UTC

Students are split into groups with different members of the group becoming a 'pro' at their portion of the material, then they teach each other what they learned.

Purpose: Builds accountability and cooperative skills.

Impact: Fosters peer relationships and collaborative problem solving. Students are required to rely on each other which causes them to rely on each other.

Digital Escape Room (6-8)

nahoi1lillian — 2025-10-06 05:14:13 UTC

Students are going to solve a series of various questions or digital puzzles to 'escape' the themed virtual room that is related to the content.

Purpose: Encourages students to collaborate, critical thinking, and their determination.

Impact: By making the lessons into games it completely transforms what students might think is passive learning into a fun challenge- based experience that motivates students wonder and curiosity.

Visual Vocab Walls (EL Engagement Strategy) (K-8)

nahoi1lillian — 2025-10-06 05:23:57 UTC

A visual that is a interactive word wall that features real life examples, images, and student created visuals.

Purpose: Supports English Learning to link the words in their vocabulary to visuals and context.

Impact: Helps reduce language barriers and encourages individuals learning English to participate in scholarly conversation.

References:

nahoi1lillian — 2025-10-06 05:24:18 UTC

Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685–730.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Echevarría, J., Vogt, M., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson.
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil et al. (Eds.), Handbook of reading research (Vol. 3, pp. 403–422).
Hamari, J., Koivisto, J., & Sarsa, H. (2016). Does gamification work?—A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. Mainstreaming Digest, University of Maryland.
Mahar, M. T., et al. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in Sports & Exercise, 38(12), 2086–2094.
Rimm-Kaufman, S. E., & Chiu, Y. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397–413.
Van der Kleij, F. M., Adie, L. E., & Cumming, J. J. (2019). Using peer feedback to enhance student learning in higher education: The role of feedback literacy. Assessment & Evaluation in Higher Education, 44(6), 883–900.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.