Inservice teachers' self-reported strategies to address behavioral engagement in the classroom

This study explores strategies suggested by inservice teachers to enhance students' low behavioral engagement in the classroom. 110 teachers were asked to describe their hypothetical responses to two vignettes depicting an individual-student and a whole-class low behavioral engagement. Based on coding participants' self-reports strategies it was found that the two most common strategies being mentioned to both vignettes were modifying teaching goals and highlighting students' strengths. More varied and richer strategies emerged in response to the individual-student vignette compared to the whole-class vignette. Some of the findings reflect differences among novice, experienced and senior teachers.