Virtual classrooms have become an integral part of PK-12 education. Students have relied on online learning, and even though this model of education uses different methods to connect with stakeholders and provide learning to our students, we believe that students still need to engage in some capacity. Student engagement is the foundation that builds academic success, whether the teaching is occurring in a physical classroom or through a screen.
As students build relationships and structure their routines, PK-12 educators utilize various instructional practices and digital tools to foster meaningful experiences with virtual learning. In this context, we will examine what it is that builds successful virtual experiences for younger audiences.
Defining Student Engagement in Virtual PK-12 Classrooms
Engagement is defined as the ‘action of being involved’. It can be articulated as the degree to which students participate in learning, interact with the information, and direct their cognitive focus.
In the virtual setting, one can consider the presence of the screen as one of the important contributing factors to engagement, which helps to increase cognitive focus. Engagement can be manifested in the following actions as a part of virtual learning:
Attending a live learning episode
Speaking in front of the class
Meeting deadlines
Inquiring about the content
Working with others to complete a task
Listening to the presentation
For students in PK-12, the complexity of the tasks is a function of their age, the activities are suitable for their age, and the activities are designed to build an emotional connection to the overall task.
Creating Structure and Consistency
Clear Schedules and Expectations
To help students feel ready and at ease, teachers design routines that are predictable. This may involve:
- Posting daily schedules on the Internet
- Providing lessons with the same format every time
- Providing direct instructions and setting deadlines
- Starting and ending classes at the same time consistently
By providing this type of structure, teachers help students to concentrate on learning instead of worrying about the logistics of the class.
Age Appropriate Routines
Younger students typically require lengthier lessons that are broken up by frequent pauses, while older students can handle more time. Teachers adapt the pacing of lessons to the students’ grade levels.
Using Interactive Teaching Strategies
Live Instruction and Real-Time Interaction
To mimic the experience of being together in the same room, many teachers in pre-kindergarten through grade 12 conduct live video lessons. During these lessons, teachers:
- Ask students questions throughout the entire lesson.
- Use chat or audio to encourage students to share their thoughts.
- Use questions and answers, and quizzes as a way to measure understanding.
- Select students to answer questions by name.
This type of interaction makes students feel included and appreciated.
Small Group Breakout Sessions
Using breakout rooms permits students to collaborate in smaller pairs, which promotes more interaction and collaboration among peers. Teachers can design these activities to involve:
- Group problem-solving
- Collaborative discussions
- Reading activities
- Peer review
Participants are typically more inclined to participate in activities in smaller groups.
Engagement Through Digital Resources
Interactive Learning Tools
Some of the platforms that teachers use have the following:
Interactive slideshows
Quizzes and games
Whiteboards
Documents
These engagement tools help students focus instead of just watching the lesson.
Gaming Elements
When students are given games, points, and progress trackers, they are motivated to do the task. This is especially true for younger students, as they like the activities that gamify lessons, turning a boring classroom into a fun and busy place.
Multimedia Resources
When teachers use videos, animations, and pictures, they are trying to help students who may learn in different ways. Using sight and sound aids in the teaching of difficult ideas and keeps students from losing.
Encouraging Participation and Communication
Multiple Ways to Respond
Some students do not want to talk because they do not like the sound of their voice or speaking in front of a group. If students have different ways of responding, such as:
Answers in the chat
Anonymous voting
Emojis
Write things out
These things will help teachers know who has responded.
Engagement is a big factor in fostering support.
Constructive Praise and Encouragement
When teachers directly tell students what to do or improve on, they are reinforcing the effort or accomplishment. Digital points, messages that are unique to the student, and simple nice sayings will all cause students to feel more and want to do more.
Building and Fostering Teacher-Student Relationships
Supportive and Caring Michelle
Name identification is used to greet students affectionately. Teacher welfare checks and emotional support system hours are given to students when they require assistance. During these times, students have the right to ask questions, and they will receive assistance. This time helps to make stronger classroom connections and further support engagement.
Fostering a Secure Environment for Learning
Educators set up specific guidelines for the classroom focused on respect, civility, and constructive contribution. Avenues for expression open for students when they feel secure and appreciated.
Acknowledging Varied Preferences for Learning
Sight
Educators integrate the use of visual aids such as charts, diagrams, slides, and videos to assist those students who learn by seeing.
Sound
Educators support the needs of students who learn by listening by incorporating classroom discussions, recorded explanations, and reading sessions.
Touch
Educators place their hands on activities like:
At-home practices, Interactive activities, Creative assignments, Learning activities that center on movement. These practices assist in focusing the attention of students who learn by doing.
Maintaining the Interest of Younger Learners (PK-5)
Concise Lessons
Attention spans in younger students are limited. Educators segment their lessons and change activities often.
Rest and Movement
Movement activities, jumping, or breathing activities are important so that students can regroup and concentrate.
Collaboration With Parents
Educators often collaborate with parents to assist with routines during digital learning, as well as learning activities at home.
Maintaining Interest of Middle and High School Learners (6-12)
Connections to Prior Knowledge
Educators incorporate teaching objectives with activities that students have previously studied, events happening in the world, and the interests of the students.
Autonomy
Providing students with the opportunity to select topics, types of activities, and ways of reporting increases activity and attention.
Balanced Work
Educators distribute groups of activities that are meant to be done individually, with groups of activities that are intended to be done with others, in order to foster a sense of accountability and collaboration.
Monitoring Progress and Adjusting Instruction
Teachers Monitor Progress and Adapt Instruction
Assessments, in a variety of forms, serve not only to evaluate learning outcomes but also to assist in adjusting instructional goals.
Teaching Adjustments Based on Data
Teaching online has the advantage of providing insight into the level of participation and progress on individual tasks. This information helps teachers identify students who may be falling behind and require additional support.
Challenges Teachers Face in Virtual Engagement
Virtual engagement, no matter how well designed, has some inevitable challenges:
Short or limited attention spans
Fatigue from screens
Problems with technology
Less social interaction with peers
Background distractions
Flexible, patient, and responsive to the needs of students, teachers provide the best support during these challenges.
Collaborating With Families
The role of families is critical in PK-12 virtual learning. To support family engagement, teachers:
Communicate expectations and make them accessible to families.
Provide instructional resources and support.
Facilitate the option of a virtual conference.
A strong partnership with schools facilitates family engagement and contributes to student success.
FAQs
Q1. How do teachers keep students engaged in long online classes?
Engagement levels are kept high through the use of interactive platforms, breaks, varied instructional tasks, and the inclusion of students in leading activities.
Q2. Is virtual school for little kids effective?
Yes, provided lessons are short, interactive, and families are involved.
Q3. How do teachers control the behavior of students online?
The use of positive control and respectful communication is are strategy that is determined in advance, and order is kept through consistent routines and the use of behavior expectations.
Q4: How can parents help with virtual engagement?
Parents help keep students organized, focused, and help them monitor their progress in a routine.
Q5: Are virtual classrooms as engaging as in-person ones?
With effective teaching and good student relationships, virtual classrooms can feel just as engaging.
Conclusion
Engagement in virtual classrooms within the PK–12 segment is no easy task. Designing engaging virtual classrooms takes a lot of effort, thought, and planning from educators. Effective educators combine lesson engineering, interactive virtual learning tools, responsive and clear communication, and constructive relationships to help students continue learning, even when the teaching is online.
The challenges of virtual teaching have effective engagement strategies to help students develop both academically and socially. The right strategy and tools provide PK–12 students with virtual classrooms that can be both meaningful and learning rich in quality.
