Module 9: Promoting Engagement and Positive Behavior

Student behavior is influenced by a number of variables. While some students require specific individualized interventions for their behavior, the majority of behavior problems in the classroom can be prevented through teacher-level strategies (Lane, Menzies, Ennis, & Oakes, 2015). These include using instructional strategies that lead to a high level of student engagement, reinforcing positive behavior, using proactive strategies to prevent potential negative behaviors, and redirecting minor misbehavior.

One way to improve student engagement is to increase the number of opportunities students have to participate in the classroom. An Opportunity to Respond (OTR) is defined as any teacher action that requires an active response from students (Haydon, Borders, Embury, & Clarke, 2009; Lane et al., 2015). Research suggests that students should have the opportunity to respond multiple times per minute in order to be fully engaged in the lesson (Haydon et al., 2009; Sutherland, Adler, & Gunder, 2003). Examples of OTRs include calling on students’ raised hands, choral responding, and the use of response cards. When using response cards, a teacher provides some sort of academic prompt (e.g., asks a question, gives a math problem to solve) and the students write the answer on a piece of paper or individual dry erase board. They then share their responses by holding up the paper/board for the teacher to see (Haydon et al., 2009). Electronic versions of response cards can also be used with responses projected onto the board. In addition to teacher-directed strategies used in whole class instruction, having students respond to peers and work in small groups can be other effective ways to increase OTRs in the classroom (Haydon, MacSuga-Gage, Simonson, & Hawkins, 2012). Peer grouping strategies such as Think-Pair-Share, Numbered Heads Together, Cooperative Learning, and Classwide Peer Tutoring have been shown to be effective ways to increase engagement and reduce off task behavior (Greenwood, 1997; Haydon et al., 2012; Hunter & Haydon, 2013; Lane, Menzies, Bruhn, & Crnobori, 2011).