Reimagining Classroom Culture—Practical Shifts That Engage All Learners

What We See—And What We Can Change

A student taps their pencil against the desk, shifting in their seat. Another stares blankly at their notebook, waiting for the right words to come. A third folds their arms, refusing to start.

From the outside, it looks like distraction, disengagement, or defiance. But if we zoom in and use a more modern lens to dig into this classroom, we see something else: a student whose body needs movement to focus, another who needs processing time, and one who is anxious about getting it wrong before they even begin.

Too often, classroom expectations are designed for a narrow definition of engagement—one that equates compliance with learning. But what if engagement wasn’t about enforcing the right behaviors, but designing environments where thinking happens more easily? What if, instead of seeing off-task behavior as a problem to fix, we saw it as data about what our students need?

These shifts are ones that are about mindset, knowledge and capacity - all things that we can pour into our educators (teachers, counselors and administrators) to see changes immediately. There’s no paperwork to fill out, no approval to seek. 

Just a few key shifts—ones entirely within a teacher’s control—can transform classroom culture from management-focused to learning-centered.

Shift 1. Rethinking Classroom Expectations with Neurodiversity in Mind

Classrooms are often set up, in one way or another, on a model we’ve had for a hundred years: students who learn best by sitting still, listening quietly, and responding on cue.

 But that’s not how most students—neurodiverse or otherwise—process and engage with complex ideas.

The adjustments don’t have to be dramatic. The simplest ones can have the most impact.

Change 1: Make Movement an Option, Not a Disruption

Current norm: “Sit still and focus.”
Small shift: Design movement into learning rather than managing movement as a distraction.

• Give students clipboards to work standing or on the floor as an option for independent worktime.
• Build in purposeful movement —"solve one problem, take five steps, solve another.”
• Try walk-and-talk discussions instead of keeping conversations desk-bound. (take advantage of fresh air and/or sunlight in the walk-and-talk whenever possible.)
• Make fidgets a learning tool, not a privilege—stress balls, chair bands, or textured strips on desks can channel focus. Fidgets that distract? Try another - there are many, many options and an occupational therapist can give great insight into the classroom.

Instead of fighting the need for movement, we use it to fuel thinking.

Change 2: Expand Participation Beyond Hand-Raising

Current norm: “Answer when called on.”
Small shift: Offer multiple ways to engage & make some of them visual.

• Let students show understanding through thumb signals, sticky notes, or whiteboards instead of verbal responses.
• Use Think-Pair-Share or other variations before full-class discussion so students can rehearse their thinking.
• Provide sentence starters like “One thing I noticed is…” or “I wonder about…” to lower the barrier to entry.

Instead of rewarding only the fastest processors, we create space for all thinkers.

Shift 2. Reducing Power Struggles Without Losing Structure

Most conflicts between teachers and students aren’t about the rule itself—they’re about how the rule is enforced. The goal isn’t to remove boundaries but to give students a sense of agency within them.

Change 1: Shift from Public Correction to Private Redirection

Current norm: “James, stop talking!” (in front of the class)
Small shift: Handle redirection privately whenever possible.

• Instead of calling out a student, walk over and calmly & quietly state  a redirection.
• Use proximity and nonverbal cues—standing near a student is often enough. For students working on this skill, have a small visual card. 
• Shift from “Stop doing that” to “I need you focused—what’s making it hard right now?”
• Invite students to reflect. I observed a teacher using the phrase “I see somethings that are unexpected right now”. It was clearly a phrase that the class knew and it brought the three students’ attention back to the lesson without shame. It was a statement and seems to invite their curiosity and they self-corrected. Try techniques that do this. 

Students stay engaged rather than shutting down from embarrassment when we approach behavior as a normal part of development.

Change 2: Replace Ultimatums with Choices

Current norm: “Do it now, or there will be consequences.”
Small shift: Offer structured, acceptable, choices.

• Instead of “You need to start,” try “Do you want to begin with question 1 or question 3?”
• When transitioning, give two options: “Would you like to pack up now or in two minutes?”
• For work refusal, ask: “Do you want a quick reset break, or are you ready to continue?”
• For middle and high school, invite the student into the process without sarcasm or anger, “I have these two options. If you see another way to complete this, let me know and you can try it.”

Students feel a sense of control, making them more likely to comply without resistance and you are also building up their own skills in persistence and focus.

Shift 3. Strengthening Teacher-Student Relationships Through Small, Daily Shifts

Trust isn’t built in the big moments; it’s built in the micro-interactions that happen every day.

Change 1: Use Curiosity Instead of Compliance-Based Discipline

Current norm: “Why aren’t you listening?”
Small shift: Ask what’s getting in the way.

• When a student refuses to start, say “Are you feeling stuck? How can I help?”
• Pause on the instinct to assign a consequence, and instead ask “What do you think you need to get back on track?”
• Use a visual to allow students to share how they are feeling (like a mood meter or emoji chart) and take verbal processing out of the interaction.

Students mirror the energy we bring—curiosity instead of frustration keeps learning on track. Research on emotional regulation has given us a great deal of information in this area we can use right now to strengthen classrooms. 

Change 2:  Embed Mini-Moments of Connection

Current norm: Relationship-building is “extra.”
Small shift: Use tiny, consistent moments to build trust.

• Greet students by name at the door. Pause and appreciate the human interaction.
• Notice and name small wins: “I saw how you helped Jayden—thank you.”
• ✨Rule of 3✨: teachers look to see that a part of each student’s identity is reflected in three places in their classroom (this can be examples used in class, work on the wall, decorations, their name mentioned positively during class). (I love ❤️this one - completely transformative for both the teacher and student). 

A student who feels seen is more likely to engage and take academic risks, be emotionally healthy and thrive.

What Happens When We Make These Shifts?

When students aren’t fighting their environment—when they feel capable, included, and heard—engagement isn’t something teachers have to enforce. It happens because the conditions are right for it.

These shifts aren’t extra work. They don’t require waiting for permission. They’re small design choices that change how learning feels in real-time.

And when learning feels different, students show up differently.

This series is about what teachers can change right now—no approval needed. 

Whether you are a teacher, parent or administrator, these are all points of entry to change the classroom for the better. 

Which of these shifts feels most doable? Which feel most impactful to you?