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ENGAGEMENT ESSENTIALS: CRAFTING AN INTERACTIVE CLASSROOM




TOP TEN ACTIONS TO INSTANTLY TRANSFORM YOUR CLASSROOM


1.       Belonging Matters: Make sure your classroom feels welcoming and inclusive. Students should feel valued and free to be themselves. When students feel like they belong, they're more engaged and motivated.


2.       Lots of Cool Stuff: Fill your classroom with interesting resources. Give students the tools they need to explore topics they love.


3.       Engage All Senses: Create a stimulating environment that appeals to all senses. Use visuals, sounds, and activities to make learning exciting.


4.       Flexible Spaces: Create versatile areas for different learning styles, including group work and quiet zones.


5.       Teachers as Guides: Shift from being the sole teacher to guiding students' learning journeys. They take the lead - you provide support.


6.       Students Speak Up: Let your students have their say! Encourage questions and let them explore what interests them. Their ideas are important! Empower students by encouraging them to design and lead their learning projects.


7.       Teamwork Time: Get students working together on their exciting projects. Learning is more fun and effective when they can collaborate!


8.       Start Small, Grow Big: Take small steps towards giving students more control over their learning. Gradually increase their autonomy as they become more confident.


9.       Feedback Sessions: Schedule regular sessions for students to share thoughts and ideas about their learning.


10.   Celebrate Achievements: Recognize and celebrate student successes to foster a positive and motivated learning environment.


Lili-Ann Kriegler (B. A Hons, H. Dip. Ed, M.Ed.) is an education consultant and award-winning author of Edu-Chameleon for teachers, and Roots and Wings for parents. Lili-Ann’s primary specialisations are in early childhood education (birth-9 years), leadership and optimising human thinking and cognition. She runs her consultancy, Kriegler-Education.

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