I currently teach 5th grade at Pelican Rapids Elementary School. I am one of three 5th grade teachers at my school. This year I am teaching reading, language arts, and math in my homeroom. Sciences, social sciences and writing are taught in blocks of 35 minutes in each section, I teach the writing part. This is my third year teaching 5th grade. Before that, I was a long-term substitute for a year in 5th grade and also in 3rd grade. Additionally, I worked as a Title 1 teacher for 10 years. Our school has a total of 477 students, from Kindergarten to 6th grade. Of our 477 students, percent of our students receive “free and reduced lunch.” The student population is distributed as follows: 30.1% Hispanic, 2.9% Asian/Pacific Islander, 1% American Indian/Alaskan Native, 57.5% White, no of Hispanic origin, and 8.4% Black, non-Hispanic origin. this year we have 70 students in fifth grade. In my literature review, I will examine articles on student engagement, which include information on different types of engagement, the impact of teachers on engagement, and what students find most engaging. I chose this topic because I am always trying to come up with new ideas and strategies that will engage my students and improve their academic performance. Most educators believe that engaging disengaged students is one of the biggest challenges educators face. Between 25% and more than 65% of students are considered disengaged (Taylor & Parsons, 2011). Because engagement is an indicator of academic success, it is critical that educators be on the lookout for early identifiers that lead to failure to graduate. Another impact on student engagement is the teacher/student connection. Teachers must not only provide a high quality area of ​​work in student engagement, focusing on students who are disengaged, who are not learning, through to engaged learners, who are learning. Current work focuses on revising schools to meet student needs rather than attempting to reintegrate disengaged students into the learning fold (Taylor & Parsons, 2011). Balfanz, Herzog and Mac Iver (2007) cite two clear reasons for school disengagement. The first is based on behavioral responses to the school environment, such as misbehavior at school or a clear aversion to going to school, and second, on difficulties and failure schools. The main risk factor depends on when it occurs in the life course, for example "repeating a year in any class but especially in middle school, suspension due to a single behavioral episode, a poor final grade, being an honors student and an English language.” learner