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Meet & Greet activities are usually done on the first day of class as a way for the teacher and students to learn more about each other. Some teachers spend the whole class getting to know students on the first day with intricate icebreakers. These icebreakers and Meet & Greet activities get students talking and support both teacher-student relationships and student-student relationships. Supporting and developing strong teacher-student and student-student relationships are vital to creating and maintaining a strong classroom community. The more students and teachers know about each other, the more accountable they feel to the classroom community. Here’s an icebreaker that engages learners and prompts discussion.

The comprehension checks shared in this article are by no means exhaustive. Try to create additional ways to check learner comprehension using the materials, resources, and needs of your students as a guide. Check out some of American English’s additional resources for designing comprehension checks and integrating metacognitive learning strategies.

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Thumbs up/thumbs down is an easy way to check in with students during a lesson. This strategy works well with young learners who are often eager to show their involvement. During group work or individual work time, teachers can pause to check student understanding. Students either give a thumbs up if they feel they are doing well or a thumbs down to indicate that they are having difficulty. For example, while giving directions and explaining an activity, you can periodically stop to ask for a thumbs up/thumbs down to see if students are listening to and following the directions. The teacher might first say, “Everyone is going to take a colored piece of paper out of the bucket. All of the students with the same colored paper will be in one group. If you have a blue piece of paper, all students with blue paper will meet in the blue corner. Thumbs up or thumbs down?” All students give a thumbs up or a thumbs down to show that they understand what is being asked. This offers the teacher a chance to quickly scan the room to see which students are following and which ones aren’t. If necessary, the teacher can pause and offer another example to reiterate the instructions before moving on.

Many teachers, new and experienced, can struggle to engage students. Constant distractions such as technology, talking, or daydreaming can divert students’ attention away from the tasks at hand. Teachers are then forced to spend extra class time re-engaging and refocusing students’ attention. Teachers are fortunate though. According to research, “Student engagement is malleable, and teachers have the ability to design contexts and tasks that encourage or discourage student engagement” (Parsons, Nuland, & Parsons, 2014, p. 25). When it comes to engaging students, teachers have a lot of power. Setting up a classroom environment that fosters unity and a sense of belonging for each learner is a critical component of continued learner engagement. It is also crucial to design tasks that are not only authentic and collaborative, but also offer choice (2014). By taking the steps necessary to ensure that learners are engaged, teachers overcome another hurdle in the classroom: they are able to better support student success and nurture academic achievement (Skinner & Pitzer, 2012).

In our Teacher’s Corner this month, we offer four strategies, with examples, that promote learner engagement in the classroom. Try one of these strategies with your students and then adapt another to fit your students’ specific needs.

Skinner, E.A. & Pitzer, J.R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp. 21-44). New York, NY: Springer Science.

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Teachers help set the tone and culture of their classes. When teachers create an environment where students feel welcomed and included, students are more motivated and likely to engage (Shernoff, 2013). There are a number of techniques and strategies teachers can use to build a strong classroom community for any age or level of learner. One strategy is building stronger student to student relationships. In this week’s Teacher’s Corner, we offer three suggestions to promote student-student relationships. You can use these in your own classrooms as you work toward greater student engagement.

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The second one is by Time. The user can, similarly to the first option, define the interval to recut/offset by selecting the first in cue and the last out cue to be offset.

The scale of 1-5 check prompts students to share their progress. This strategy can give teachers insight into the level and comfort at which students feel they are progressing. As students work individually or in a group, ask them to hold up the number of fingers that match how they think they are doing. For example, if students are engaged in an individual reading task, once a few minutes have passed, you can ask, “On a scale of 1 to5 how easy is this story to read? One means that this is a difficult story and 5 means this is an easy story.” Teachers can then make a note to see who has held up 1-3 fingers and who has held up 4-5 fingers. Those students who held up 1-3 fingers might need extra help. After the teacher checks with the students who find the story difficult, the teacher can ask the other students how they feel about the story and why it seems easy. The scale of 1-5 serves as a starting point for teachers to hear from students about their own progress and to make adjustments and adaptations to further support learners.

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Engaging learners can be fun, and though it takes time, the outcomes are almost always positive. If you are looking for more ideas or additional strategies, you can review some of the resources listed here.

Depending on how often you meet with students, you could do this short activity every day for one to four weeks. For example, if your class meets daily and is small, you may want to consider doing this activity each day for one week. Bigger classes that meet once a week might want to do this activity for one month.

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Collaborative learning plays an important role in maintaining learner engagement. Collaborative activities are structured to facilitate learning through peer-to-peer interaction, which results in greater on-task engagement and motivation. When structuring collaborative tasks, English language teachers must consider how learners will work together to accomplish a task or complete an activity.

Parsons, S. A., Richey Nuland, L., & Ward Parsons, A. (2014). The ABCs of student engagement. Phi Delta Kappan, 95(8), 23-27.

So, basically, the recut option allows you to use previously created subtitles. The subtitles were probably created for a video with a different timecode and now the user wants to adapt them to the same video with a new timecode, without having to spot the whole video again.

When to use: Use this strategy for comprehension checks when giving directions, seeing how much more time is needed to finish a task, or how students feel an activity is going.

In this week’s Teacher’s Corner, we offer simple ways for teachers to check in with learners on their progress and evaluate learner understanding. The metacognitive checks give students a chance to evaluate their own learning as the learning occurs. Both metacognitive and comprehension checks give teachers a chance to assess how learners are feeling while completing a task and where teachers can best offer support. Both types of checks can occur at any time during a lesson, and both require learners to be ready to give feedback; therefore, together they prove useful in promoting learner engagement.

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This activity provides an opportunity for students to connect and share some personal information with classmates. It also gives teachers a chance to know more about each student. If you want more information about similar projects, check out American Teens Talk from American English. This series invites American teens to talk about some of the issues and challenges they face as teenagers in the United States.

Shernoff, David J. (2013). Optimal Learning Environments to Promote Student Engagement. Retrieved from http://www.eblib.com

Parsons, S. A., Richey Nuland, L., & Ward Parsons, A. (2014). The ABCs of student engagement. Phi Delta Kappan, 95(8), 23-27.

In this week’s Teacher’s Corner, we borrow from a common collaborative activity called Think-Pair-Share and ask students to interview a partner about an important person in their life. This collaborative activity promotes learner engagement in a number of ways.

An alternative to this activity is to have students track their progress reading aloud. The words per minute will likely be less than the words per minute for silent reading, but it also gives the students a chance to track their own progress.

Maintaining students’ attention during class is an important part of supporting student engagement. One strategy that keeps learners focused and teachers informed about progress is integrating comprehension checks and metacognitive checks. Metacognition focuses on a person’s self-awareness of his or her own progress through tasks and activities. Another definition from Merriam-Webster’s online dictionary is “metacognition is an awareness or analysis of one’s own learning or thinking processes” (metacognition, n.d.). For example, a student working on pronunciation of the sound b might be asked to explain what their mouth is doing as they say the sound b.  The student might be then asked to explain what the mouth should be doing to correctly pronounce that sound. In doing so, a student gains a level of awareness about his/her own progress.

1. a. A building equipped with machinery for grinding grain into flour or meal. b. A device or mechanism that grinds grain.

The first one is by Index. This simply means that the user selects the first subtitle he wants to recut/offset and the last one, therefore creating an interval.

Placards are great additions to students’ materials and are easily made on pieces of paper. They are small signs that students can hold up showing their responses to questions and comprehension checks from teachers. One student might make a couple of placards. One piece of paper might have YES written on one side and NO written on the other. The yes/no placard can be used to check in during a lesson or review lesson content.

Another piece of paper could have AGREE written on one side and DISAGREE written on the other side. Teachers can use the cards to check progress or review content. (Example question: Do verbs come before the subject in a sentence?) The agree/disagree placards can also be used to check metacognition. (Example prompts: I completed the task quickly; I got the results I expected). These are some examples of questions that target learner understanding and give teachers insight on student’s feelings on progress.

Offsetting is a bit different. If for some reason, during the spotting process, all or some of the subtitles become unsynchronized, the user can move the selected subtitles forward or backwards at the same time.