education

Direct teaching of a procedure includes the following: p Modeling for students to see exactly what it looks like in action. p Practicing until the procedure is mastered. p Tenaciously adhering to it until integrated. It is the responsibility of the teacher to have procedures clearly stated. T H E S K I L L […]

COMMUNICATING AND DIRECTLY TEACHING PROCEDURES A first set of questions to ask about the use of routines is, Do the students know clearly what’s expected of them in the way of procedures and routines? Do they know what they’re supposed to do? “Since a procedure explains how you (teacher) want something done it is the

ROUTINES AND PROCEDURES FOR WHAT? The Routines area of performance encompasses a variety of kinds of classroom procedures. Housekeeping: p How to enter the classroom, empty and store backpacks, organize coats and boots, and get ready for class. p The first 5 minutes. Videos: Entering Class & First 5 Minutes   http://www.responsiveclassroom.org http://www.open-circle.org http://www.rbteach.com/sites/default/files/tst7_video_list.pdf  

Routines provide security because they provide a sense of order and predictability. T H E S K I L L F U L T E A C H E R 107 PART TWO | MANAGEMENT | ROUTINES Procedures and routines minimize downtime and delays and maximize time for learning. In Ms. Conley’s chemistry class, students

Procedures communicate and clarify our expectations for students. The extent to which we practice them with students until they are learned, communicates our conviction that they are important and we believe students can do them. Knowing what to expect makes you comfortable; not knowing what to ex- pect is when you have anxiety. It is

Accommodate different rates of task completion Plan learning experiences so there can be some flexibility with the length of time individual students have to master skills or concepts and the degree of guidance they receive while doing so. Have relevant and meaningful supple- mental work ready for students who finish tasks early Often this requires

Monitor independent work When students are working independently (alone or in small groups), consider it an op- portunity to gather assessment data to inform instruction. Monitor the learning by walk- ing around to find out how they are doing and to provide guidance and feedback, which will keep them on track and increase the amount

Involve students in modeling and demon- strating work (being the teacher) Do this prior to or after independent practice while you act as a guide on the side. It enables you to check understanding and keep students more actively participating. Place Your Order Here!

Prepare students for independent work Be clear in your explanation of what is expected, and have students summarize direc- tions and expectations with partners to avoid confusion and helplessness when they are expected to begin the work. When appropriate, have students attempt an example while you circulate, and check understanding before assigning a longer period

Balance the interaction complexity Strike a balance between whole-class, small-group, paired, and individual learning time. Different learners have natural preferences, and too much of any one format can be a hindrance to learning. (Differentiated Instruction) Place Your Order Here!