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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

How to Keep Kids Engaged in Class

When students let their minds drift off, they're losing valuable learning time. Here are ten smart ways to increase classroom participation.
Tristan de Frondeville
Project Learning Consultant for PBL Associates
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Have you ever plunked yourself down in a staff meeting where some of your colleagues were, for lack of a better phrase, not paying attention? Grading homework? Having private conversations? Texting?

As we know all too well, kids aren't a whole lot different than adults: If they aren't absorbed by what's going on, they'll find something else that interests them.

Getting all your students focused, eager, and on task at the beginning of class is challenging enough. Equally problematic, once you have them locked in to the lesson, is watching them zone out. There's nothing unusual about that. After all, anyone who has to sit through a long routine -- including a teacher's presentation -- is bound to drift off at some point.

Still, unless you manage to capture and keep students' focus, whether at the beginning of or midway through class, the engine of student learning that you are trying to drive simply isn't even in gear.

From Dead Time to Active Learning

I call this lack of engagement dead time. Dead time interferes with students' learning, and it is contagious. It lures those who are on task into wondering, "Why should I pay attention if others aren't?"

I have come to feel that dead time is so pernicious that I will do everything I can to prevent even the hint of an outbreak. If you strive for maximum learning for all your students, then allowing kids to be stuck in dead time feels like a small betrayal -- to yourself and to them.

Active learning and active listening -- in which students are thoroughly and thoughtfully engaged with each other or the teacher -- represents the opposite of dead time. In their book Inspiring Active Learning, Merrill Harmon and Melanie Toth present a ladder that describes four levels of student motivation.

They call students at Level 4, the lowest level, the work avoiders, and on level 3 are the halfhearted workers. Near the top are responsible students, and, finally, come the fully active learners.

As a teacher and a project-learning consultant, I've always paid close attention to these levels of student engagement. I've discovered that it's difficult to keep students focused when the lesson comes from the teacher. But it can be equally difficult when they are engaged as project-learning teams, especially when the independence demanded by project learning is new to them.

Sometimes it's an individual on the team who can't seem to get involved; other times it's the entire group. Over the years, I've come up with a range of strategies to eliminate dead time and move students up the active-learning ladder.

Building Your Arsenal

Eliminating dead time starts with creating an arsenal of routines and activities. They can be general-purpose activities that apply to various subject areas or styles of teaching, or specific content-oriented activities that allow your students to learn by tapping into multiple intelligences beyond the usual listening and recalling.

Some are physical activities that help kids unleash pent-up energy, while others create private thinking time that encourages reflection. Or they can be well-managed student-to-student communication to guarantee that they are all thinking about the work.

Developing these activities initially takes time, but the payoff -- in terms of classroom management and overall learning -- is more than worth the effort. By building a storehouse of activities to draw on, I'm rarely at a loss to implement one of them to get kids back on track.

Not surprisingly, too, students get to know these strategies and look forward to them. I find they work at the beginning of class to calm kids down or any time they need an energizing way to refocus.


10 Rules of Engagement

1. Start Class with a Mind Warm-Up

A classic warm-up is to ask students to find the mistakes planted in material written on the board. (You can use this idea in any subject area.) But instead of asking them to work silently and alone, and then debrief in a classic question-and-answer session with one student at a time (while many sit inattentively), use a mix of collaboration and competition to eliminate what could potentially become dead time.

Here's how: Organize teams of three students and ask them to work together (quietly) and raise their hands when they think they have found all the mistakes. After the first team signals it's done, give a bit more time and then have teams indicate with their fingers -- together on the count of three -- the number of mistakes they found in the work. The team that found the most describes its answers until another team disagrees politely or until they are finished.

2. Use Movement to Get Kids Focused

Ask all students to stand behind their desks and join in simple choreographed physical movement. Because most kids find it invigorating and it's easy to monitor full participation, it may become one of your favorite ways to get kids focused and kill dead time.

Here's how, for the primary grades: Teach hand-clapping patterns to accompany a chanted verse or a set of math facts. Add foot stomping or hand clapping with a partner to create variety.

Here's how, for the middle grades: Create a rhythm with finger snapping and hand clapping, which you model and they echo back. Vary the rhythm and pattern in intervals of 15-20 seconds to challenge them to pay attention and join in.

Here's how, for any grade, including high school: Offer a seventh-inning stretch, or the cross crawl. To do the cross crawl, stand up and begin marching in place, raising the knees really high. As you raise the left knee, reach across your body with your right hand and touch the left knee.

Then do the same for the left hand on the right knee. Continue this pattern for a minute or more. (You can also vary it by, say, having kids clap their hands over their heads between each set of knee touches.)

3. Teach Students How to Collaborate Before Expecting Success

Doing project learning and other team-based work without prior training can lead to lots of dead time. You can nip much of it in the bud by teaching collaboration skills before projects get started. You don't need to use an activity related to your subject area to teach teamwork.

Here's how: One way is to give teams of students a pair of scissors, two sheets of paper, ten paper clips, and a 10-inch piece of tape, and ask them to build the tallest free-standing tower in 20 minutes.

Prior to the activity, create a teamwork rubric with students, which reviews descriptions of desired norms and behaviors. While half of the teams are building the towers, have the other half of the students stand around them in a circular "fishbowl" as silent observers.

Debrief afterward, and train the observers to give a positive comment before a critical one: "I liked that they [blank], and I wonder if they could have also [blank]." Switch the observers with the tower builders and see if they can do better, then debrief again.

4. Use Quickwrites When You Want Quiet Time and Student Reflection

When interest is waning in your presentations, or you want to settle students down after a noisy teamwork activity, ask them to do a quickwrite, or short journal-writing assignment.

Here's how, for primary-grade students: Ask, "What was most interesting about [blank]?" "What was confusing about [blank]?" "What was the clearest thing you understood?" "What was boring about [blank]?" "What did [blank] make you think of in your life?"

Here's how, for intermediate-grade students and above: Try prompts such as the following, or develop your own: "Summarize what you have heard." "Predict an exam or quiz question I could ask based on this material." "Defend one of the positions taken during the prior discussion."

Teachers often avoid giving this type of assignment because assessing them regularly can be overwhelming. Manage this load by having students use a green (or other color) pen to circle one entry from the week you guarantee you will read.

Occasionally, have them write a few sentences next to their entry explaining why they want you to read that particular one. Let them know that you will read the passages marked in green and that, time permitting, you might read the rest if you have time.

5. Run a Tight Ship When Giving Instructions

Preventing dead time is especially important when giving instructions. There are a lot of great ways to ask for your students' attention, but many succeed or fail based on how demanding you are of the final outcome.

Whichever method you use, before you begin speaking, it is critical to require (1) total silence, (2) complete attention, and (3) all five eyeballs on you (two eyes on their face, two eyes on their knees, and the eyeball on their heart). I've done this approach with every class I've ever taught, and it makes a big difference. Knowledge Is Power Program (KIPP) middle schools include detailed SSLANT expectations: Smile, Sit up, Listen, Ask, Nod when you understand, and Track the speaker.

Here's how: When you introduce this routine to students, do it five times in a row: Announce that in a moment, you will briefly let them talk among themselves, and then you'll give them a signal (you can count out loud from one to three, ring a bell, and so on) and wait until they are perfectly ready for you to speak.

In the first two weeks after starting this routine, remind students often what's expected. To hold everyone accountable for listening the entire time, make it clear that you will never repeat your instructions after you have finished going over them.

6. Use a Fairness Cup to Keep Students Thinking

The more you can manage your classroom to be a supportive environment, where students are encouraged to take risks without fear of being put down or teased, the easier it will be to use your fairness cup regularly, without feeling that you are setting students up for failure.

Here's how: Write each student's name on a Popsicle stick and put the sticks in a cup. To keep students on their toes, pull a random stick to choose someone to speak or answer a question. Important: When you begin using your fairness cup, prepare a range of questions, some of which all your students can successfully answer. This strategy allows the bottom third of your class to get involved and answer questions without being put on the spot.

7. Use Signaling to Allow Everyone to Answer Your Question

To help ensure that all students are actively thinking, regularly ask questions to which everyone must prepare at least one answer -- letting them know you expect an answer. Then wait for all students to signal they are ready.

Here's how: For example, in math, you could ask, "How many ways can you can figure out 54-17 in your head? (Subtract 10 and then 7, subtract 20 and then add 3, and so on.) Or, to review a presentation, ask, "How many key points of this presentation are you prepared to describe?"

By asking questions that allow for multiple answers or explanations, you are differentiating instruction; everyone is expected to come up with at least one answer, but some may come up with more.

To convey the number of answers, students can use sign language, such as holding a hand to the chest (so their hands aren't visible to their neighbors) and displaying one or more fingers to represent how many answers they have. This technique precludes students from bragging about how many ideas they thought of or how quickly they are ready. You can then call on volunteers who want to share their answers with the rest of the class.

8. Use Minimal-Supervision Tasks to Squeeze Dead Time out of Regular Routines

Tasks that require minimal supervision add purposeful activity during moments that might normally revert to dead time. They come in handy when passing out papers, working with a small group of students, handling an unforeseen interruption, addressing students who didn't do their homework, or providing work to those who have finished an assignment before others.

Here's how: While you pass out papers, ask students to do a quickwrite (see #4) or to pair up and quiz each other on vocabulary words. Also, train students to fess up if they didn't do their homework. That way, during class homework review, these students won't automatically be in dead time. Instead, they'll immediately move to these prearranged minimal supervision tasks.

For example, you can ask them to study a review sheet, summarize a reading passage, read the day's assignment ahead of time, or create and study vocabulary words or other content. You might find students suddenly doing their homework more often rather than face this extra work.

9. Mix up Your Teaching Styles

To keep students involved and on their toes, try to move from teacher-centered learning to student-centered active learning, and vice versa.

Here's how: Introduce a presentation by having students pair up, talk to each other about their prior knowledge of the presentation, and generate a list of four questions for which they'll want to know the answers. Make quick rounds to remind all students to stay on task.

To encourage active listening, provide students with a list of important questions in advance. Interrupt the presentation with a quickwrite (see #4), and then have students "pair-share" by asking them to compare their entries with a neighbor. Pull sticks from your fairness cup (see #6) to choose pairs of students to present their thoughts to the class.

10. Create Teamwork Tactics That Emphasize Accountability

By insisting that students "ask three before me," you make it clear that they are expected to seek assistance from all members of their team before they turn to you.

Here's how: To reinforce this rule, when a student on a team wants to ask you a question, you, the teacher, always ask another person on the team whether she knows what the question is. If she doesn't, politely walk away, and the team will quickly understand what you expect.

Another way to emphasize accountability might be to say, "When you think your team is done with the task, find me within 30 seconds and tell me." This strategy shifts the accountability to the team for being on task.


Read another article from Tristan de Frondeville, "Ten Steps to Better Student Engagement," with ten strategies to increase student engagement.

Tristan de Frondeville, a former teacher, heads PBL Associates, a consulting company dedicated to project learning and school redesign.

Comments (100)Sign in or register to postSubscribe to comments via RSS

Tim Bedley's picture
Anonymous (not verified)

Awesome article. I have read Inspiring Active Learning as well and I have used several of their models for engagement with my students over the past several years. I highly recommend it to everyone. Thanks for writing this inspiring article!

Anonymous (not verified)

These are wonderful suggestions. Although I haven't used every one of them, I have used several in my classes. I am retired now, but I plan to pass a copy of this article to a former student of mine who is now teaching in the school where I taught.

Lisa Thibodeaux's picture
Anonymous (not verified)

This is an excellent article, and I especially appreciate the information found in the introduction. I would like to also mention, however, that while using a mind warm-up is supported by research, the finding of mistakes in text is not. Tasks that focus on mistake-finding can actually un-do learning. Students' eyes and minds work together, so flawed information seen over and over again can actually work its way into the student's memory. Even though many state tests use error-finding as part of their testing format, that doesn't mean that instructional practices should replicate that formula. It is better to have students fill in missing information or to find patterns, connections, or comparisons in information than to have them find errors.

Merrill Harmin's picture
Anonymous (not verified)

You sure got the hang of giving teachers helpful help. Congrats.

Sara Armstrong's picture
Anonymous (not verified)

Great job!

I especially like the variety of techniques, and the differentiation for grade levels....Let's see more of Tristan's ideas here!

Tristan de Frondeville's picture
Anonymous (not verified)

Dear Lisa,

Naturally I want to know about any factual mistakes or bad advice that I may be giving. I look forward to any examples that you might have so that we can share our thoughts in a more concrete fashion. Here are more details on the examples that I was considering when I wrote suggestion #1.

One example is in language arts, and one in algebra (I was a math teacher). In language arts, I have seen teachers put sentences on the board with spelling and punctuation errors, and they have the kids find those. With this example, I can see how students who are very visual might have a problem 'memorizing' the incorrect way that things look, for example a word mispelled, or a sentence that begins withut a letter not capitalized. But at the same time, I feel that most students will experience this 'editing' or 'proofreading' process as an authentic task in their lives (perhaps less so with computers in place).

The algebra example I had in mind was a multistep algebra problem, where I wrote the entire 5 or 6 steps on the board and one of those steps was incorrect (in the sense that it had a common 'illegal move', or somteimes more challenging, it had a highly unsual strategy that looked illegal to the students, but was actually legal!).

Because algebra is a multiple strategy exercise, where there are lots of possible legal moves, and many 'legal' paths to the answer, students cannot really 'memorize' a correct sequence that will always work. I believe that the task of solving an equation correctly includes scanning the entire line and choosing from different possible strategies. After students choose a strategy, I teach them to write the next line, then once they are done writing, to scan back up to the line before to check for some common errors such as incorrect distributive law, or the always tricky negative signs. Again, this is like proofreading, and they often make these mistakes, so I thought I was helping them become more successful at the following tasks:

1. Recognizing common mistakes that they might make within a generally correct sequence that they might have chosen.
2. Recognizing when they had 'strayed' away from a strategy that was effective to a strategy that was ineffective. For example, some strategies in early algebra end up with a zero on one side of the equation which is very confusing for students, especially if they have never seen it. By showing them this occasionally in one of the warm ups, they learn to recognize that it is still a 'legal' situation, just a 'bad' strategy, and then they can continue to a successful resolution and solution.
3. Sometimes, I would actually make a highly unusual strategy that was HOWEVER, a legal move. This was generally for the higher performing students to be able to confirm that a strange sequence of algebra was actually legal, and that they could continue on successfully and get 'back' to a more common path succesffully.

In general, my metaphor for this was that if kids always see the 'correct' path through the woods, and never see what it is like to stray off the path, then when they accidentally stumble off the path on their own (with no one around to help), then they are 'lost' in the sense that they can't find their way back, and sometimes can't even recognize that they are lost. To bring the metaphor back to specific mathematics, I also found that during the anxiety of 'sort of feeling' that they are lost and in unfamiliar territory, that is when they are most tempted to do illegal moves (of mathematics) to try and get back to the familiar path.

I absolutely look forward to your thoughts on my examples, and any examples that you had in mind.

Tristan de Frondeville's picture
Anonymous (not verified)

Lisa, on closer reading of your comment, it looks like you were specifically referring to my example #1 of finding errors in text. As Language Arts is not my forte, I am ready to acknowledge the research you mention and see that your suggestions would surely be higher level tasks that also did not have the weaknesses inherent in the 'finding the mistkes in text' example.

I also hope that my more detailed explanation in the algebra examples may have included more of your suggested strategies, as I was having students see patterns, make connections to their prior mistakes, and compare different strategies.

Again, I am looking forward to any more detailed thoughts you might have.

David Lane's picture
Anonymous (not verified)

OK I hear what you're syaing but I think you may have missed a couple things. First, the connotation in the terminology you've coined is negative:

Terms of Engagement is a term used to describe so-called rules made by antagonistic (warring) parties that limit the means for whole scale murder and imprisonment of the innocent.
I'd suggest another tactic: talk about and ALLOW down time.

Other terms build on this connotation: "build your ARSENAL" Really? An ARSENAL?

I am not making too much of this. Our whole culture expresses and promotes negative connotations of school. We either have to face up to the fact that school "sucks" and close them all, or we need to stop reinforcing the concept that school is a bad place to be, that schools are failing, that intellectual pursuit is a waste of time.

Kids -- in fact, anyone of any age who attempts to learn some new idea or skill, NEED down time to let their minds rest & wander. If we try to engineer each moment of students' time so that there is no "engagement dead time." Ugh.

They're ALL Our Kids's picture
Anonymous (not verified)

Good idea, Tristan--and it fits with the research (as well as teachers' instincts): Kids focus better and learn more when they have regular opportunities to MOVE. The Responsive Classroom people just published a book called Energizers! 88 Quick Movement Activities That Refresh and Refocus. These are great little breaks that take just 2 or 3 minutes--I'm thinking breaking the tension during standardized testing would be one great way to use them. They have a video on their website of their staff doing some of the energizers--really a hoot!

Tristan de Frondeville's picture
Anonymous (not verified)


Thank you for your insights. Certainly war metaphors are overused in our culture, and I am more than remiss that I let myself fall into just that trap. Thank you for catching it, and I will review future articles to eliminate any war metaphors.

I also agree that kids need down time. Time to integrate and reflect. As my colleague, Thom Markham, says, "Research shows that Reflection = Retention."

However, I am sure you would agree that when important instructions are being given, or when an important discussion is happening within a high-performing student team, that is NOT a time when you want a student's mind to wander.

Also, some of my strategies precisely refer to reflection and thinking time, but in a structured way, where I am asking them to do it, and clearly implying that it is ok to let their minds wander and reflect at that time, since no OTHER important learning activity or event is happening at that time.

Let's liken it to a football coach teaching his team and having them practice. He keeps team unity, excitement and engagement by having lots of team building actvities and coaching time, where he definitely wants his students focused, and engaged, on the mental and physical discipline of GETTING BETTER at what they are doing. Then he gives 'structured reflection and down time' by saying, "All right guys, take a break, get a rest, hit the water cooler. We will start again in 5 minutes."

He does NOT want someone spacing out when he is giving verbal instructions or coaching on how to do something in a better way, or with a better strategy. And, he does not want someone's mind wandering when they are in the middle of the activity either (or they might even get hurt!), which in my own student's situation is when they are working on problems as a team of students.

By using the 10 strategies in my article, I am breaking up my class time into different periods of focused, "minds on" time, just like a good coach, who does not make his kids do the same drills for the entire practice.

I do give my students occasional complete down time, but like the coach, ONLY when they have earned it.

After that, I agree that our culture and our society as a whole should give kids more down time after school, which means a bit less time on the electronic devices and more time relaxing, reflecting, and integrating their day's learning and wonderment.

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