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ERIC Number: EJ894666
Record Type: Journal
Publication Date: 2010-Mar
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1529-8957
Promoting Classroom Engagement
Martin, Mary B.; Furr, Maureen
Principal Leadership, v10 n7 p18-21 Mar 2010
In recent years, informal walk-throughs have become an expected part of the principal's routine. These visits sometimes bring about the uncomfortable realization that some classes in the school are a monotonous, lackluster test of endurance, rather than the rich, inviting academic experience that could have lasting impact on learning. Rather than being engaged in genuine learning, students in those classes have learned to just get by. To develop an instructional environment where learning is paramount, principals must fully understand what student engagement is, why it matters, and how it can be examined in classrooms. To successfully encourage teacher growth, principals must be able to correctly diagnose any engagement problem and then address it directly by providing tailored strategies that help teachers examine their practice so that they can capture genuine student engagement. To ensure that students are appropriately engaged, administrators must observe and analyze what goes on in class, determine a specific area on which to focus, and take decisive action to correct it. The problems may be due to the students' lack of attention to task, the lessons' inherent lack of worth, or the classroom environment. This article discusses appropriate strategies that can be implemented for each of these deficits to improve engagement and the actions the principal needs to take.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A