Student Voice as an Engagement Strategy

Imagine a classroom buzzing with curiosity, where questions fly like sparks and exploration thrives. Engaged learners are joyful learners. When students are genuinely invested, a sense of wonder takes hold. They delve into challenges with a smile, their eyes alight with the thrill of discovery. This joy of learning is contagious, fueling a classroom where knowledge isn't just absorbed; it's embraced. In this empowering environment, students blossom, reaching their full potential and embarking on a lifelong journey that sets them up for current and future success. 

Engaging students today is a complex task. Educators often express the challenge of keeping students focused and interested in the learning process. This can be particularly difficult in today's world, where students are bombarded with distractions and have a multitude of competing priorities. However, research provides a beacon of hope, offering valuable insights into fostering a thriving learning environment. According to a study by Fredricks et al. (2004), students who are actively engaged in lessons demonstrate a deeper understanding of content and develop stronger critical thinking skills. By implementing effective strategies, educators can transform classrooms from places of passive absorption into dynamic hubs of active participation and intellectual growth. The following passage explores some of these strategies that can ignite a passion for learning within students.

Student voice in the classroom is not just a concept; it's a catalyst for a more engaged and successful learning environment. When students feel their ideas and perspectives are heard and valued, they become more than just participants in the learning process; they become active contributors. This can lead to many benefits, including increased motivation, a deeper understanding of concepts, and a greater sense of ownership over their education. Students who believe they have a voice are more likely to be academically motivated. Teachers can tailor their lessons by listening to students to better resonate with their interests and learning styles. This two-way communication builds trust and empowers students to take an active role in their own education, preparing them to be critical thinkers and lifelong learners.

Nicki Slaugh and I shared the following in our book Personalize:

Student voice denotes any action that empowers students to express their perspectives when shaping their learning journey. The primary message here is that classroom participation is all-inclusive, promoting a greater sense of involvement for everyone. 

We see student voice as a gateway to personalization, especially during instruction. The image above details the many positive outcomes of this high-agency strategy. When asking questions, you can use the following to amplify the voices of your learners:

• Individual whiteboards
• Dry-erase surfaces
• Post-Its
• Digital tools
• Physical objects such as clothespins or signs (these can be colored red and green for students to attach to their devices or hold up during group work)

Understanding that there is no right way to amplify student voice is crucial. While the list above provides a good foundation, keep in mind that you or your teachers might develop more innovative ways to let all students be heard, increasing engagement in the process while gaining valuable insight that can be used to strengthen Tier 1 instruction or improve Tier 2 supports.   

Students who feel their ideas and perspectives are valued are more invested in learning. This can lead to increased motivation, a deeper understanding of concepts, and a greater sense of ownership over their education. Teachers can tailor their lessons by listening to students to better resonate with their interests and learning styles. In short, student voice is a gateway to a more successful learning experience.

Take a deep dive into personalized learning by grabbing your copy of Personalize: Meeting the Needs of All Learners on Amazon. 

Fredricks, A. C., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Importance and development. The Educational Psychologist, 39(1), 18-24.