The purpose of this study is to investigate the student engaged ratio of class behavior at the elementary school to provide teaching strategies to promote the student engaged behavior in the class. During the four weeks of intensive practice teaching, four senior teachers and four teacher-trainees were chosen as study subjects using non-participant observation method. Two of the teacher trainees were in the experiment group and the other two in the control group; none of them had taken any classroom management courses before. During the first two weeks of the observation, only the experiment group was provided with three articles on classroom management. The experiment group also discussed questions about classroom management with the researcher, but not the control group. The observation, one class hour per week, lasted for four weeks for teacher-trainees, and two weeks for senior teachers, during which "The Studnet Engaged Behavior Observation List" modified by Fen-fen Chang was used as an observation tool. Interviews with the senior teachers were followed afterthe observation. The results of the study were as follows: 1. The students engaged ratio of senior teachers' classes (81%) was higher than that of teacher-trainees' classes' (69%). 2. For teacher-trainees, the student engaged ratio of the fourth week (73%) was higher than that of the first week (66%) of practice teaching. 3. For teacher trainees of the experiment group, the student engaged ratio of the fourth week (72%) was higher than that of the first week (60%), but not the control group. Based on the interviews with the senior teachers, eight instruction strategies were summarized to promote the student engaged behavior. Also, from the results of this study, four suggestions were made for teachers reference.