We often talk about strategies for helping students become more engaged in learning. But what happens when a teacher isn't engaging fully with each of her students? Unfortunately, I found out early in my career.
As my mentor sat in to observe my instruction one day, she noticed that I did not call on several students, despite having had the opportunity to do so. After we debriefed, she told me—bluntly—that when I failed to call on a student, I was telling him that I thought he was incapable of answering my questions and learning the material I was teaching.
I was shocked to hear this and wanted to protest, because I firmly believe that all students can learn and grow. But as I thought more about what my mentor said, it became clear to me that she was right; I was unintentionally disengaging—and modeling that disengagement for the whole class—from the very students I most needed to engage.
Since that afternoon, I have come to see deliberate engagement as fundamental to building strong relationships between teachers and students. Genuine teacher engagement not only models the characteristics and behaviors we hope to see from our students, but also demonstrates that we are invested in their individual success.
There are two strategies in particular that can help facilitate this kind of engagement—focusing on learning styles and using randomized formative assessments.
Live and Learn
At the beginning of the school year, I identify the individual learning styles of each of my students. During a close observation period, I chart each student's strengths and learning needs, as well as how each reacts to different types of classroom activities. Around the six-week mark, I devote a block of class time to an open discussion about learning styles.
I ask students to write down how they learn best and why. Then we talk about the importance of understanding individual learning styles. If we know that a table mate has a different learning style, we should be empathetic.
These conversations illuminate how I can best deliver content and instruction to a student or group of students; they also provide insight into why some students may balk at, or struggle with, an activity or exercise. By becoming more self-aware of how they learn best, my students begin to understand why I am managing the class in a certain way. Ultimately, this helps build a culture of trust.
Random But Equal
When I realized that I was unintentionally disengaging from some students, I developed a classroom management practice that ensures equal participation and on-the-fly formative assessments. I use a deck of playing cards, each of which is marked with a student's name, to determine who will answer the next question. The deck randomizes participation and shows my students that I am not subjectively skipping them or "picking on" someone. The deck is the arbiter and it contributes to an engaged classroom culture; there is no option to pass on a question. Everyone in the class participates equally. My name goes into the deck as well to demonstrate that I am also accountable for participating in the business of learning.
Using the deck, I track participation (with the discard pile), conduct formative assessments, and build a sense of fairness and accountability. This method of randomization also helps me differentiate learning. I color-code each card based on students' MAP assessment scores and their learning styles. Doing so allows me to personalize how I ask questions. For instance, some students need to be left alone to think before they are called on in class. I'll tell them in private that their question is coming up or give them a nonverbal heads-up.
Focusing on learning styles and using randomized formative assessments also facilitates student data collection. After we complete the learning styles exercise in my classes, I create a spreadsheet that categorizes students by their learning style. I then add other key data points—such as MAP scores, formative assessment scores, and information about their skills and weaknesses—to create a more complete picture.
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