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Monday / June 25

How to Set the Stage for Student Engagement and Help Students Self-Monitor Their Readiness to Learn

It may sound like common sense, but there are some basics that need to be in place in any classroom to engage students in learning. For starters, classroom teachers need to have their lesson plans ready and appropriate resources available, and students must also come to school organized and ready to learn. It’s no surprise that when the school’s administrators, teachers, and students are well prepared for the school day, students are more likely to feel empowered and motivated to complete their classroom assignments.

More specifically, administrators report that they can best manage each day when the following conditions are in place:

  • Classroom facilities are operational and safe.
  • Teachers are knowledgeable and experienced in their content areas.
  • Appropriate materials and learning resources are provided to teachers and students.
  • Supportive, accessible coaches and administrators are available to teachers.

Teachers best support their students by taking these key actions:

  • Preparing lesson plans for each day
  • Coordinating classroom needs for special lessons or staff events
  • Helping students access support services to meet their needs
  • Being available beyond class periods to assist their students

How Can We Help Students Self-Monitor Their Own Readiness to Learn?

To help students become aware of their own readiness to learn, teachers can have them complete a checklist, like the one that follows, prior to each unit of study.

Learning a World Language

Student Readiness Checklist

Review the statements below and rate your readiness for learning. In the comments section, describe actions that will support the completion of your classwork and self-assessments.

Unit of Study: _________________________________________________________________

Common Core Standards: ________________________________________________________

Once students have rated their readiness, the teacher can address any weaknesses during targeted learning, just before delivering the lesson. If it becomes apparent that a large number of students are struggling with their readiness to learn, the teacher can also take it a step further and modify the unit of study to address the common needs of the students.

 Once a students’ basic needs are met and they feel secure in their classroom, their ability to focus, learn, and be productive has the potential to significantly increase.

Please share your related insights in the comments section below!

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Written by

Mary Ann Burke has served as a credentialed parent educator and adjunct professor for over thirty years in California’s schools. Dr. Burke has presented effective parenting and school engagement strategies at numerous state and national parent engagement events. She recently authored a twin book series that includes Yikes! Brandon Has Twin Sisters, Yikes! Brandon and His Sisters Play at the Park, and Yikes Brandon and His Twin Sisters Go to School. Mary Ann is the co-author of Effective Parenting! Capable Kids! She is also the author of four Corwin Press books on parent and community engagement in schools. Mary Ann Burke previously led the Santa Clara County Office of Education’s Parent Engagement Initiative that serves as a state model for best practices in parent engagement for culturally diverse families. She creates Common Core State Standards kits for parents to use at home and in their child’s classroom to support children’s literacy and academic readiness skills. Mary Ann is an active grandmother of five grandchildren. She shares this expertise with educators and school leaders as a trainer, author, and curriculum developer.

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