Case Study: Calling Out Answers
During a direct-instruction math lesson, a number of students who don't understand the details of the lesson call out that they "don't get it" during the lesson. The teacher backtracks each time, re-explaining concepts and as a result the lesson is long, jumbled and confusing.
Our solutions:
-Set clear boundaries for interrupting i.e. you may raise your hand but do not speak out until called upon.
-Accept outbursts and questions that arise but say you will beck back to them after you have finished the explanation.
Combined (with "experts'") Solutions:
-Distinguish which activities will be "hand raising times" and "free talk times"
-Discuss the problem and plan with students. Inform them of the differences between hand raising and free talk time. Students will know they'll be ignored if they are talking without being called upon.
Case Study: Whole Class Out of Their Seats
As the teacher attempts to begin the class the students are not listening to him, they continue walking around the class, talking with their friends, rummaging in their bags and ignoring him altogether.
Our Solutions:
-If students stay on task they will be given more time in class to work on assignments, otherwise it will be assigned for homework.
-Give positive reinforcement to students who are not following instructions and working constructively.
-Make all activities individual.
Combined Solutions:
-Schedule quick breaks for the students and walk around the room while students work in their seats.
-Decide what expectations are for students during instruction and during independent work times
-Establish a reinforcement system for getting students to spend more time in their seats (using a chart to track their compliance with your expectations.)
-Discuss the problem and plan with the students.
-Ignore all out-of-seat behavior (students must see they will not get any attention from the teacher when they are out of their seats.)
Efficacy
The collaborative problem-solving (and re-solving) in which we participated in the above activity has been a great way to model how reflective practice can help teacher efficacy. Asking the questions,"How could I have done that differently?", "How would someone else have approched the situation?", "What could I have done to steer the class in a different direction?" is helpful both in dealing with the stress of a class that didn't go well and preparing to deal with future classes that without reflection, may go wrong for the same reasons and we won't be equipt to set it right. Although no two situations will be exactly the same, working through problems before or after they happen is something we feel will strenghten our resolve in any and all difficult teaching moments that face us.
During a direct-instruction math lesson, a number of students who don't understand the details of the lesson call out that they "don't get it" during the lesson. The teacher backtracks each time, re-explaining concepts and as a result the lesson is long, jumbled and confusing.
Our solutions:
-Set clear boundaries for interrupting i.e. you may raise your hand but do not speak out until called upon.
-Accept outbursts and questions that arise but say you will beck back to them after you have finished the explanation.
Combined (with "experts'") Solutions:
-Distinguish which activities will be "hand raising times" and "free talk times"
-Discuss the problem and plan with students. Inform them of the differences between hand raising and free talk time. Students will know they'll be ignored if they are talking without being called upon.
Case Study: Whole Class Out of Their Seats
As the teacher attempts to begin the class the students are not listening to him, they continue walking around the class, talking with their friends, rummaging in their bags and ignoring him altogether.
Our Solutions:
-If students stay on task they will be given more time in class to work on assignments, otherwise it will be assigned for homework.
-Give positive reinforcement to students who are not following instructions and working constructively.
-Make all activities individual.
Combined Solutions:
-Schedule quick breaks for the students and walk around the room while students work in their seats.
-Decide what expectations are for students during instruction and during independent work times
-Establish a reinforcement system for getting students to spend more time in their seats (using a chart to track their compliance with your expectations.)
-Discuss the problem and plan with the students.
-Ignore all out-of-seat behavior (students must see they will not get any attention from the teacher when they are out of their seats.)
Efficacy
The collaborative problem-solving (and re-solving) in which we participated in the above activity has been a great way to model how reflective practice can help teacher efficacy. Asking the questions,"How could I have done that differently?", "How would someone else have approched the situation?", "What could I have done to steer the class in a different direction?" is helpful both in dealing with the stress of a class that didn't go well and preparing to deal with future classes that without reflection, may go wrong for the same reasons and we won't be equipt to set it right. Although no two situations will be exactly the same, working through problems before or after they happen is something we feel will strenghten our resolve in any and all difficult teaching moments that face us.