Strategies for Enhancing Student Engagement in Both K-12 and College Classrooms

Transitioning from third-grade instruction to college-level teaching offers remarkable insights into the educational process. While the contexts and behaviors of K-12 students and college students may differ significantly, the fundamental aim remains the same: to inspire engagement and a love for learning. My journey from a vibrant elementary classroom to a more subdued college environment revealed just how valuable K-12 pedagogical techniques can be in enhancing student learning and interaction in higher education.

Building Meaningful Relationships in the Classroom

Relationships are the backbone of effective education. In K-12 settings, educators often emphasize the importance of personal connections, and these principles can—and should—be applied at the college level. Research underscores that when students feel valued and seen, they are more likely to thrive academically and socially. A culture of care can be fostered through simple gestures, such as greeting students at the door, which cultivates a welcoming environment.

In my own practice, I made a point to greet each student upon entry to class, an approach reminiscent of K-12 strategies that emphasize personal connections. This effort helped to create a sense of belonging, even in less inviting spaces like a basement classroom. Such interactions encourage students to share their thoughts and feelings, helping to build a stronger community within the classroom. Emphasizing relational dynamics not only promotes better learning outcomes, it also enriches the overall college experience.

Activating Student Engagement

Student engagement isn't merely about keeping attention during lectures; it involves creating a classroom environment where learners actively participate. Both K-12 and college experiences can benefit from strategies that promote interaction and dialogue among students. The concept of social constructivism suggests that learning occurs more effectively through collaborative interactions.

To stimulate engagement, I began each class with an open-ended discussion question, allowing students to ease into the session and connect before delving into complex topics. Practical exercises, such as role-playing and scenario modeling, transformed traditional lecture formats, making them interactive and engaging. This encouraged students to tap into their creativity and foster a collaborative spirit within the class. Utilizing movement-based activities, like human continuums, also proved effective in promoting physical engagement—a strategy often underutilized in higher education.

Clarity in Instructions for Student Success

Clear, explicit instructions are essential in any educational setting. College students, like their younger counterparts, require guidance on expectations to avoid unnecessary confusion and frustration. For instance, I've observed varying degrees of note-taking among students during guest lectures. One speaker’s directive to "write this down" prompted immediate action, highlighting how simple cues can bolster engagement in the material.

It’s crucial for educators to avoid assumptions about what students understand regarding expectations. Drawing parallels to elementary teaching practices, I make it a point to provide direct instructions—echoing techniques from pedagogical resources like “Teach like a Champion.” All students, whether in elementary or higher education, benefit significantly from well-articulated guidance.

As we bridge the gap between K-12 practices and college-level teaching, it becomes evident that essential strategies for fostering an engaging classroom resonate across all age groups. Students at any educational stage yearn for connection, clarity, and a sense of purpose. By prioritizing relationship-building, fostering active engagement, and providing clear instructional guidance, college instructors can create environments where enthusiasm for learning flourishes, much like it does in early education contexts.

The journey from K-12 education to university teaching underscores not only the similarities between the two settings but also highlights opportunities to enrich student engagement through established pedagogical principles. As educators, our responsibility is to develop and refine practices that not only prepare students academically but also nurture their emotional and social well-being, supporting a holistic educational experience.

Meredith A. Frey, MA, is a current PhD student in P-12 Educational Leadership at Baylor University and teaching an undergraduate course on Leadership. Her teaching experience ranges from elementary education to higher education, allowing her to draw valuable insights from both spheres.

References

Blum, S. D. (2024). Schoolishness: Alienated education and the quest for authentic, joyful learning. Cornell University Press.

Eng, N. (2017). Teaching college: The ultimate guide to lecturing, presenting, and engaging students. Norman Eng.

Ertel, P. A. K., & Kovarik, M. (2014). Greetings. In The ABC’s of Classroom Management (2nd ed., pp. 55). Routledge. https://doi.org/10.4324/9780203765333-88

Kriete, R. (2002). The Morning Meeting Book. Northeast Foundation for Children.

Lang, J. M. (2016). Small Teaching. Jossey-Bass.

Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college. (Third ed.). Jossey-Bass.

Miller, M. (2024) A teacher’s guide to learning student’s names: Why you should, why it’s hard. The University of Oklahoma Press.

Human continuum. Teach Britannica. (2025, February 7). https://teachbritannica.com/instructional-strategy/human-continuum/#:~:text=Human%20Continuum%20is%20a%20discussion,a%20diverse%20range%20of%20opinions

Speakman-Spickard, S., & Collier, K. (2019). Classroom Protocols. AMLE Magazine, 7(3), 9-12. https://www.amle.org/classroom-protocols/