The_Skillful_Teacher - Chp 3 to 6

AttentionFrame each learning experience for students.Use a range of auditory, visual, and kinesthetic explanatory devices.Pay attention to the feeling tone of the learning experience.Consider pre-assessment.Pause regularly and periodically have students process what they are taking in.Plan for at least two minutes of physical movement of some kind within every twenty to forty minutes of sitting time.Pay attention to the emotional climate.

A Repertoire of Attention Moves

MoveExamplesDESISTING

PunishExcludeThreatenJudgmental ReprimandOrderSpecific Verbal DesistGeneral Verbal DesistPrivate DesistBring in Group PressurePeer CompetitionMove SeatI MessageRemove DistractionOffer ChoiceUrgeRemindFlatterySignalsPause and lookName DroppingOffer HelpTouchProximity

A Repertoire of Attention Moves

MoveExamplesALERTING

Freedom from Distraction (visual and auditory)Using Students Name in Instructional ExampleRedirecting Partial AnswerLooking at One, Talking to AnotherUnisonPrealertIncomplete SentencesEqual OpportunityRandom OrderCirculationWait-TimeEye ContactStartle

A Repertoire of Attention Moves

MoveExamplesENLISTINGACKNOWLEDGINGAcknowledgingWINNING

Voice VarietyGesturePiquing Students CuriositySuspenseChallengeMaking Student a HelperPropsPersonificationConnection with Students Fantasies

EncouragementEnthusiasmPraiseHumourDramatizing

Momentum :Therere 8 key sub-areas, or kinds of teacher behavior, whose primary purpose is to keep things moving along so that when ignored or improperly done, they break the orderly flow of events.

1. ProvisioningProvisioning means having things ready to go the space and the materials.2. OverlappingOverlapping is the ability to manage two or more parallel events simultaneously with evidence of attention to both.3. Fillers

5. Lesson FlexibilityAllows intrusions to fracture momentum.Deals with intrusions in a uniform way.Deals with intrusions in a variety of ways using different ways at different times.Matches the response to the intrusion to the characteristics of the students involved.4. IntrusionsEvery intrusion has the potential to disrupt momentum.Simultaneously maintained focus on the instructional objective and the momentum of the lesson by matching the format to the on-the-spot needs of the students.6. Giving Notice Before TransitionsGiving students advance notice of when a transition is coming so they can get ready for it.

7. SubdividingDetailing several students to pass out materials to the rest; storing materials at access points that accommodate several students getting them at once; or sequencing or packing activities so that small units of students naturally come up for materials at different times.8. AnticipationAnticipate trouble spots can often benefit from running advance mental movies of the day they have planned.

spaceMaterials students use should be visibly stored and accessible.Avoid dead space, that is, open, purposeless space.In some settings, for reasons of safety or control, it may be appropriate for space to be arranged so the teacher can see all of it, with no blind spots.Vertical space (walls, dividers, closets, and movable cabinet doors) should be employed productively for example, for display, learning stations, or storage of materials.Have a display area where students work, art, and other kinds of products can easily be seen and examined.Keep active areas distant from quiet areas in a room to minimize distraction and interference.Have clear traffic paths connecting functional areas of the room that do not necessitate students walking through one area to get to another.Empty furniture absorbs energy. Move the students forward where they can be in contact with you and with each other.

Recommendations on Using Space

TimeAllocated time is the amount of time in school formally scheduled for instruction.Teacher instructional time is the amount of allocated time the teacher is actually engaged with students delivering instruction or actively monitoring learning experiences.Student engaged time is the number of minutes that students are observably paying attention to and focusing on instructional material.Academic learning time is the portion of time students spend engaged in relevant academic tasks and performing those tasks with a high rate of success.Interactive instruction is time spent directly with a teacher getting instruction.

Time as a Construct

Student Engaged Time and Time on TaskManagement AreasAttention movesSpace arrangementsInstructional AreasClarity concepts: framing the big picture by communicating objectives, itinerary, reason for activities, and activating student knowledge to create context and establish relevance.Principles of learning embedded in lesson design, including active participation, vividness, meaning, feeling tone, degree of guidance, say-do.Areas of performance related to increasing engaged time.

Motivational AreasClassroom climate: addressing elements from all three strands (building community, creating an environment where it is safe to take intellectual risks, and cultivating personal efficacy)Expectations: communicate three key messages: This is important; you can do it; I wont give up on youCurriculum AreasObjectives: setting objectives that are challenging but made attainable.Learning experiences that are differentiated in input, process, and output to address differences in student readiness.Assessment that is ongoing.

Pacing and RhythmMinimizing Noninstructional Time and Developing Efficient Management Systems

Establish routines and procedures.Delegate jobs. Teach students how to do some of the management tasks.Reward efficiency.Allow sufficient time for transitions to avoid a harried pace.Minimize time spent on discipline issues: Deal with disruptions and off-task behavior quickly, directly, privately when possible.Recognize and reward students who are using time wisely and managing it well.

Pacing and Rhythm During Instructional Time

Provide students with advance notice before transitions.Start and end lessons on time with meaningful activities.Plan for students to be actively engaged in important instructional activities.Establish a routine where students anticipate coming in to class and starting immediately and independently on a three- to five-minute opening assignment.Calibrate time thoughtfully, and help students monitor it.Pause for student to process and make meaning.Pulse the learning. Balance or chunk periods of direct instruction and information input with independent or small group opportunities for students to practice, apply, and get feedback and support with new learning tasks.Allow time for thinking.Plan for physical movement.

Maximize Engaged and Academic Learning Time

Balance the interaction complexity. Strike a balance between whole class, small group, paired, and individual learning time.Prepare students for independent work. Be clear in your explanation of what is expected, and have students summarize directions and expectations with partners to avoid confusion.Involve students in modeling and demonstrating work (being the teacher) prior to or after independent practice while you act as a guide on the side.Monitor independent work.Accommodate different rates of task completion.Have relevant and meaningful supplemental work ready for students who finish tasks early.