VIEWS & OPINION How to engage with EVERY child in the classroom
Comment by DAVE JEREB, paediatric occupational therapist and author of “Challenging the Story: A Surprisingly Simple Approach to Supporting Children with Challenging Behaviours”
In today’s inclusive classrooms, teachers face the daunting task of catering to a wide spectrum of needs and abilities. While class sizes and structures remain unchanged, the expectation is for educators to provide personalised support to each student, nurturing positive behaviour and a strong desire to learn. Effectively addressing the diverse needs and behaviours of every student presents a formidable challenge. Yet, it is not impossible. There are strategies educators can employ to engage every child in the classroom. Feeling safe to engage
Ensuring a sense of safety is paramount for children to effectively engage with educational content. According to Stephen Porges and his Polyvagal Theory, feeling safe goes beyond being unafraid; it’s about genuinely feeling secure. This emotional regulation state is crucial for learning, where children are attentive, alert, and fully engaged. Conversely, dysregulation, characterised by heightened ‘fight,’ ‘flight,’ or ‘freeze’ responses, redirects their focus from learning to seeking safety, significantly impacting engagement and cognitive functions. Dysregulation may manifest as a fixation on seemingly minor sensory experiences, like the feel of shirt tags, peripheral sights and sounds, or smells unnoticed by others. These reactions can result from biological factors or life stressors, including trauma. Recognising and addressing dysregulation is pivotal for establishing a safe and conducive learning environment.
To ensure a safe and engaging environment, we must consider the influence of sensation and the classroom setting. Sensory support and classroom environment To create an optimal learning environment, it’s crucial to understand and address the sensory needs of each child. Educators should be aware of how sounds, sights, smells, and tactile experiences affect children and how to manage these factors to minimise unwanted stimuli and support attention. While valuable for all children, occupational therapists can collaborate with educators and caregivers to develop personalised ‘sensory diets’ for children with sensory processing challenges that impact daily life and learning. These consist of activities that engage the child’s senses to support attention and alertness. Activities may include heavy work exercises, movement (particularly rhythmic movement), and controlled breathing techniques, enhancing alertness and regulation to support learning. They are often integrated into routine warm-ups and sensory breaks, which could include whole group activities and action songs.
In addition to sensory activities, classroom environments should be carefully considered to foster engagement. While student creations and instructional materials displayed on walls can be beneficial, they may overwhelm or distract some students. Positioning student work towards the back of the classroom ensures visibility without disrupting learning activities. Reducing or eliminating non-essential displays helps maintain focus.
Tools like desk blinders and selective use of open-eared headphones with music, which can create a focused environment, can be especially beneficial for children who are sensitive to sights and sounds. Strategic seating arrangements, designed to place students away from known distractions, can further enhance focus and comfort. Collaborating with an occupational therapist can provide tailored strategies for students with sensory processing challenges. By considering each child’s unique sensory needs, educators can craft an environment that nurtures engagement and facilitates learning for all. Predictability
Predictability in the classroom can also create a sense of safety and February 2024
www.education-today.co.uk 25
regulation. Children thrive when they know what to expect, reducing anxiety and enhancing engagement. Establishing routines, using visual supports such as schedules, ‘First > Then’ boards, and timers, and employing clear expectations, support students to understand tasks and transitions.
Importantly, clear boundaries and expectations can be communicated with warmth and empathy, promoting a positive connection with students. This nurturing approach is essential for a learning environment where connection remains the key to safety, prosocial behaviour, and student engagement.
Connection and engagement
Connection is the heart of classroom engagement. When students feel safe and connected, they become more receptive to learning. Strong connections between educators and students release oxytocin, often referred to as the ‘love drug,’ which reduces fear and stress while fostering curiosity and receptivity to learning.
While engaging an entire classroom may seem challenging, it’s achievable through small yet significant interactions. Group activities, such as songs and chants, play a pivotal role in fostering collective connection within the classroom. However, individual moments of connection hold immense power in engaging students. By using students’ names positively and actively involving them during group activities, educators can effectively capture their attention and enhance their engagement. A powerful way to start the day is by establishing a personal connection with a student, getting down on their level and greeting them. This approach sets a positive tone that ripples throughout the classroom, creating an atmosphere of trust, safety, and openness to new experiences and learning. Such initial connections not only establish trust and safety but also position the adult as an ally and co-regulator, further enhancing the overall learning environment. Meaningful learning
Creating a safe environment and forming meaningful connections prepare children for learning. Encouraging meaningful engagement in learning also involves finding the ‘zone of proximal development’ for each child, where tasks are suitably challenging. It also includes incorporating their interests, especially when tasks are demanding. Personalisation is particularly effective for children with learning and behavioural challenges. In my book ‘Challenging the Story: A Surprisingly Simple Approach to Supporting Children with Challenging Behaviours,’ a student named Henry, struggling with reading, found transformation through his teacher, Jenny, who introduced Minecraft-themed readers, infusing the learning experience with personal meaning.
Beginning with connection and including content meaningful to the child transforms challenges into opportunities for growth and engagement. Conclusion
In today’s education landscape, engaging every child in the classroom is both difficult and vital. To meet this challenge, we must focus on five key principles. • Start with safety and regulation. • Address sensory needs and dysregulation with personalised sensory diets and a well-designed classroom.
• Establish predictability through routines and clear expectations. This builds trust and positive connections between educators and students.
• Connection is the heart of engagement. Small interactions, like using students’ names positively, release oxytocin, creating a safe and open learning environment.
• Meaningful engagement means finding the ‘zone of proximal development’ and integrating students’ interests. Personalisation, especially for students with challenges, turns obstacles into opportunities.
By embracing these principles, educators empower students to become engaged learners, ensuring no child is left behind in their education journey.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44
