Description: This strategy does not allow students to take the easy road of saying I dont know. For students that are unable or unwilling to answer there are four basic formats that a teacher can use to respond to the student. Format 1: You provide the answer, the student repeats the answer. Format 2: Another student provides the answer, the initial student repeats the answer. Format 3: You provide a cue, your student uses it to find the answer. Format 4: Another student provides a cue, the initial student uses it to find the answer.
Observation/implementation: Within my classroom I observed my teacher implementing this strategy by also using the strategy of wait time. Students are not allowed to say I dont know but must work through the problem. When working individually with students I tried to implement this strategy by not giving them answers but rather asking questions that made them think through the problem.
Technique # 4: FORMAT MATTERS
Description: This strategy focuses not on what students say but rather how they say it. Students should be expected to respond to questions or ideas in standard English. The main areas are: grammatical format, complete sentence format, audible format, unit format.
Observations/implementation: This strategy is still not a major focus in my classroom, however students are expected to respond appropriately when addressed.
Section 2
Technique # 11 DRAW THE MAP Description: Conciously designing and shaping the physical environment in which you teach. Ensuring that seating arrangements, posters, etc. should support each days lesson plan and objective.
Observation/implementation: The way that my cooperating teacher had her classroom set very much supported the learning objectives of each day. Student tables are positioned so that each child has an unobstructed view of the board as well as the easel at which she completes a majority of her teaching. Posters that help with vocabulary or spelling words are strategically placed throughout the room to aid students and allow them to not spend time asking the teacher questions such as how to spell something.
Section 3
Technique #12: THE HOOK
Description: This strategy focuses on introducing students to material and content in a captivating, fun, and stimulating manner. A hook should be: short, energetic and optimistic, and be a smooth transition to more substantive things.
Observations/implementation: The teacher will often bring in concrete objects to engage students in the lesson that is about to be taught. Most of my teachers hooks implement the use of technology. When I taught my last lesson I brought in pictures of different locations in Alabama as a hook to engage my students in our study of the diverse physical environments of our state.
Technique # 15 CIRCULATE Description: Circulation throughout the classroom is very important. It allows interaction between teacher and students while a lesson is being taught, and keeps the students actively engaged in what the teacher is saying. It is also very effective in managing behavioral expectations.
Observations/Implementation: I believe this strategy is very effective for keeping students engaged, also making it a great classroom management tool. My teacher does most of her explicit instruction on the carpet with her students gathered around her. During opportunity for practice both the teacher and I circulate throughout the classroom informally assessing students and answering questions.
Section 4
Technique # 22: COLD CALL
Descriptions: Cold call is calling on students to answer a question regardless of whether they raised their hands or not. This strategy keeps students alert and engaged during instruction, and prevents a skewed formative assessment due to students who know the right answer always answering the questions. There are several essential elements of a cold call: predictable, systematic, upbeat and positive, scaffolded and unbundled, and focused on curricular substance.
Observation/implementation: In my clinical setting my teacher often implements the cold call strategy. She would primarily call on students who were obviously not paying attention, in order to make a point. I think using cold call would also be good for giving students who are quieter and more reserved the opportunity to speak up in a group setting.
Technique # 25: WAIT TIME
Descriptions: Wait time is the delay after a teacher asks a question before she accepts a students answer. This is important because it gives students an opportunity to process through their answer. When introducing the strategy of wait time into your classroom it is important to narrate what students should be doing during the quiet time. There are several important effects of wait time: 1. Increase in the length and correctness of the answer 2. Increase in the number of students who raise their hands 3. Increase in the use of evidence in the answers.
Description/implementation: Wait time was used in my classroom in order to ensure that all students had an opportunity to participate in discussions. This strategy was most often used during math and number talks.
Section 5
Technique # 30 TIGHT TRANSITIONS Description This technique is another that is meant to better organize and manage class time. It cuts down on lengthy narrations by the teacher, and is something that once it is routinized should be able to be executed effectively by the students.
Observation/Implementation Students in the class Im observing know that they are expected to move quickly and quietly for all transitions. This is good because valuable class time is not wasted moving from one activity to another.
Section 6
Technique #45 WARM/STRICT Description The warm/strict technique sends a message to the students that having high expectations is part of caring for and respecting someone. To make this technique effective the teacher needs to explain to the students why she is doing what she is doing, distinguish between behavior and people, demonstrate that consequences are temporary, and use warm nonverbal behavior.
Observation/Implementation My cooperating teacher implements this strategy by maintaining an authoritative tone in the classroom while also having a warm and caring demeanor.
Section 7
Technique #48 EXPLAIN EVERYTHING Description Teachers who explain everything share the big picture with their students, constantly reminding students why they do what they do.
Observation/Implementation My teacher is great talking through things with the students to ensure that they understand the deeper meaning and real-life application behind the work that they do. I feel that this motivates students much better that grades ever could.