Tkatchov, O. & Pollnow Kraynak, S. (2012). Time on Task and the Importance of Student Engagement. In A Practical Guide to Teaching and Learning (p.53-70). Lanham, MD: Rowman & Littlefield Publishers Inc.

A Practical Guide to Teaching and Learning is a book that contains fifteen main ideas that provide an understanding of what a teacher should know and be able to do in their classroom. The book emphasizes that it is the teachers behavior that has an impact on student behavior. In particular, chapter 6, Time on Task and the Importance of Student Engagement, focuses on ways to increase student participation and engagement in a classroom setting. In order for a classroom to have high student engagement, it is important for teachers to implement various techniques, including allowing for “wait time” when expecting an answer. The chapter states that thinking is a covert form of engagement and research indicates that more students will participate if given appropriate time to think before answering a question. Wait time ensures more students are involved and has been shown to create an increase in the length and quality of student answers. Further, student-to-student interactions actually increase as students are better able to formulate their answers.

Jablon, J.R. & Wilkinson, M. (2006). Using Engagement Strategies to Facilitate Children’s Learning and Success. Young Children, 61 (2), 12

This article discusses the importance of using a wide range of strategies to engage students in the classroom. The emphasis in not only on using different strategies but also on facilitating their implementation. In order to capture the interest of students, teachers need to use effective engagement techniques so that children learn the concepts and skills that are necessary for success in school. In addition to listing some great strategies such as KWL, think-pair-share, and “how many ways can you do this?”, the article also includes important techniques to use to facilitate engagement strategies. Above all, it is extremely important for teachers to create a learning community and foster positive relationships in the classroom. This article is a great resource for me because along with other articles related to my inquiry, this one too supports the finding that there is a significant correlation between high levels of engagement and improved attendance and achievement. If I can successfully engage students in my practicum classroom, not only will it make my teaching easier but it will also allow them to learn important skills and be better prepared for the future.

Brewster, C., & J. Fager. (2000). Increasing Student Engagement and Motivation: From Time-on-Task to Homework . Northwest Regional Educational Laboratory.

This article explains that there are many factors that contribute to students’ engagement levels that teachers may have little control over. For instance, as students transition from elementary to middle school, they become less engaged in learning. However, there are also certain practices that increase the amount of time students spend on a task and also make assigned work more engaging and effective. The article mainly focuses on the importance of motivating students. Most successful people are motivated extrinsically and intrinsically so educators must build on both types of motivation to fully engage students in school. Compared to my other resources, this article provides a lot of background information in addition to strategies that teachers can use to engage and motivate their students. It is also helpful that it focuses on the middle years age group, which is the age range that I am working with during my practicum.

Trocki, A., Taylor, C., Starling, T., Sztajn, P., & Heck, D. (2014). Launching a Discourse-Rich    Mathematics Lesson. Teaching Children Mathematics, 21(5), 277-281.

This study focuses on teachers using the think-aloud strategy, repeatedly modeling mathematical thinking out loud, to engage students in math lessons. In a second grade classroom, this study found that students were more engaged if the teacher initiated a lesson using this method, and more readily shared their thinking with peers. They were also quicker to get started working on problems as opposed to lessons that did not begin with a think-aloud. This article relates to my inquiry question because math is a difficult subject for many students and it is important for teachers to understand that strategies that work well in one particular subject may not be as effective in another academic area. Students can become easily discouraged in math so knowing how to effectively implement such strategies will not only allow students to talk to about their own thinking but it can also encourage students to inquire and ask questions about their peers’ line of thinking.

Robitaille, Y.P., & Maldonado, N. (2015). Classroom Environments of Respect for Questioning and Discussion. Online Submission.

This study focuses on how students can develop their critical thinking and problem solving skills through asking questions and participating in classroom discussions. By teaching students how to do so, it can have a positive effect on student achievement. This study looks at lesson plans and uses teacher interviews and evaluations to determine the effects of questions/discussions on a student’s academic achievement. It was found that teachers whose students received high marks on evaluations that contained marks for questioning/discussion techniques had respectful classroom environments. This study is very useful for individuals, including myself, who are seeking information on effective classroom techniques that promote student engagement. One of the authors of this study, Nancy Maldonado, has done considerable research on the topic of learning tools in the classroom. Another one of her articles, Technology in the Classroom: Wii: An Innovative Learning Tool in the Classroom, is also a great resource that focuses on using technology as a teaching tool.