How can teachers improve engagement in a virtual setting?

Apr 28 2022

Key Takeaway: This article provides educators with a manual on how to utilize positive and proactive behaviour management strategies to improve student engagement in virtual environments using platforms like Zoom or G Suite. Consistent, clear routines and expectations, explicit teaching of the desired behaviour and opportunities for communication between students and teacher have resulted in higher engagement and learning outcomes. —Frankie Garbutt

“High-levels of classroom engagement and on-task behaviour have been linked to positive outcomes for students,” says Renee Speight (University of Arkansas) and Suzanne Kucharcyzk (University of Arkansas) in this article of the Journal of Special Education Technology. The authors argued that strategies of Positive Behaviour Interventions and Supports (PBIS), used to” facilitate improvements in student engagement,” should be adjusted to the virtual environments as part of teachers’ “instructional repertoire.”

Speight and Kucharczyk outline that PBIS is a “system of support involving direct instruction of expected behaviours and modification of the classroom environment through antecedents and consequences to promote student demonstration of expected behaviours.”

The following strategies have been identified as “high-leveraging practices for inclusive educational environments:”

The authors concluded that the practices of PBIS, embedded into the virtual learning setting, can result in students demonstrating expected behaviours and facilitating “high levels of engagement and learning.”

Article summarized

Speight, R., & Kucharczyk, S. (2021). Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings. Journal of Special Education Technology, 36(2), 90–96. https://doi.org/10.1177/0162643421992704

Summary by: Frankie Garbutt — Frankie believes that the MARIO Framework encourages students to become reflective, independent learners who progress at their own rate.

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