1. Thumbs-up, thumbs-down, thumbs-to the side: This is used for as a QUICK check for understanding of instructions or as an INFORMAL assessment for whether kids need more clarity on some content.
2. Eye contact with every child
3. Walk around the room
4. When teacher raises her hand, students should stop whatever they are doing, stop talking, raise their hand and look at the teacher. This is all done in silence. Great for transition from small group work to whole class or when teacher wants to give some instruction
5. Countdowns for transitions,like giving them 20 seconds to make groups, 10 seconds to take out their books, 20 seconds to pass worksheets, etc.
6. Strict time limits on group discussions with CLEAR roles and VERY CLEAR instructions. Teachers should give the FULL TIME that they have mentioned in order to do justice to students but they should also give a time check.
7. Use of structured discussions so that everyone gets a chance to talk and listen and is engaged and on topic
8. Clear instructions, clear instructions, clear instructions
9. Consistent classroom norms that are non punitive
10. Short readings with clear tasks on what students are supposed to do during the reading and then time to debrief the task. For example if you have asked them to circle 2 new words, you HAVE to make time to discuss them else the next time kids won't do it.
11. Closure
12. If homework is assigned, it MUST be discussed the next day!
13. Clear learning outcomes and activities ALIGNED ONLY to that LO.
14. Lots of structures and scaffolds to guide student thinking. Could be graphic organizers, etc.
And the MOST IMPORTANT.....
2. Eye contact with every child
3. Walk around the room
4. When teacher raises her hand, students should stop whatever they are doing, stop talking, raise their hand and look at the teacher. This is all done in silence. Great for transition from small group work to whole class or when teacher wants to give some instruction
5. Countdowns for transitions,like giving them 20 seconds to make groups, 10 seconds to take out their books, 20 seconds to pass worksheets, etc.
6. Strict time limits on group discussions with CLEAR roles and VERY CLEAR instructions. Teachers should give the FULL TIME that they have mentioned in order to do justice to students but they should also give a time check.
7. Use of structured discussions so that everyone gets a chance to talk and listen and is engaged and on topic
8. Clear instructions, clear instructions, clear instructions
9. Consistent classroom norms that are non punitive
10. Short readings with clear tasks on what students are supposed to do during the reading and then time to debrief the task. For example if you have asked them to circle 2 new words, you HAVE to make time to discuss them else the next time kids won't do it.
11. Closure
12. If homework is assigned, it MUST be discussed the next day!
13. Clear learning outcomes and activities ALIGNED ONLY to that LO.
14. Lots of structures and scaffolds to guide student thinking. Could be graphic organizers, etc.
And the MOST IMPORTANT.....
5 comments:
This is indeed a nice post, covering almost all of our Leaning Outcomes(LO) of our 3 days PD workshop.
I have given my students a very crisp and chunked instructions. I had written all the instructions dividing every single second and even kept the buffer time of 5 mins. in it.
But it was in vain. I suppose it was such a annoyed and frustrated failure because the students weren't acquainted before with these type of activities and the instructions.
Though I'm feeling frustated, I'll keep practicing this and
better myself and not only hope but assure that they'll soon listen and follow the instructions in a mannered and disciplined way.
I'm not gonna try, as I'm doing and not just "trying".
Dear Hatim Sir,
Thank you for the honest post. I think you are absolutely correct that because they are not used to this, they probably don't know how to react or respond. My suggestion is- choose ONE strategy and practice that for 3-4 days untill they get good at it (like following instructions). Offer lots of positive feedback to those who do follow the instructions. Once they get good at that, THEN move to a second strategy. If you try to do everything at once, it may overwhelm them and you. But the first thing you should do is have an honest conversation and set norms that also include their voice. Also, if it helps, ask someone you trust to observe you and give you feedback on what exactly is the challenge and why it sin't working.
I hope this helps.
i use this strategy in my class.....n its work in my class...
N children also enjy in class
Very very thankful to all 3 trainers...
Hi Arwa,
Which exact strategy did you use? And could you please give us some details of what you did and how the children reacted?
Thanks!
i used thums up thums down strategy in class 3 n snaping finger in class 4...
children like this...bcoz they dnt wnt to say 'yes' or ' no' thy jst snap thr finger n shw thums ...whether thr agree or nt...
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