some thoughts to share, pt 1
So I know all of us have wonderful strategies and ideas to share, whether we're seasoned professionals or just entering the halls of employment spry and fresh from the halls of academia. I'm excited to share what I've learned so far and I expect to get some great pearls of wisdom from others of you! CAVEAT: Do all these things work all the time in all situations? No way. But when they do, which is more often than not, it's GREAT! Here are some useful tid bits I've found about teaching:
--If you ask students NOT to do something, you've got to give them a viable alternative TO do.
--Don't ask: "Are there any questions?" Ask:"What questions do you have?"
--Don't couch behavior issues in the negative (irony intended). EX: Instead of "Don't talk while you're doing this!", try "Let's practice silence during this activity."
--Retain your adult vocabulary, but make sure to offer synonyms and context clues. This becomes natural after a while and it makes them feel 'grown up'. Really! I've heard that from many of my students.
--I like to use the question "Is there anything for the good of the group?"
--With students engaging in public speaking: "You may proceed when you have an attentive audience."
--stand: teach to the low, differentiate to the high. honors: teach to the high, differentiate to the low. (I'm not totally bought into this in its present incarnation...)
--Give kids 'just nearly enough' time to do a group assignment. That way, the urgency is preserved and you will get better work from them and have fewer classroom management issues (and when you extend time for another 45 seconds, you'll be their hero!)
--If you ask students NOT to do something, you've got to give them a viable alternative TO do.
--Don't ask: "Are there any questions?" Ask:"What questions do you have?"
--Don't couch behavior issues in the negative (irony intended). EX: Instead of "Don't talk while you're doing this!", try "Let's practice silence during this activity."
--Retain your adult vocabulary, but make sure to offer synonyms and context clues. This becomes natural after a while and it makes them feel 'grown up'. Really! I've heard that from many of my students.
--I like to use the question "Is there anything for the good of the group?"
--With students engaging in public speaking: "You may proceed when you have an attentive audience."
--stand: teach to the low, differentiate to the high. honors: teach to the high, differentiate to the low. (I'm not totally bought into this in its present incarnation...)
--Give kids 'just nearly enough' time to do a group assignment. That way, the urgency is preserved and you will get better work from them and have fewer classroom management issues (and when you extend time for another 45 seconds, you'll be their hero!)
--Try to be at the opposite end of the room from a student who has the floor. That way, waves of the conversation are extended all through the room. More students are 'geographically involved' with the discussion.
--(Painful lesson not-yet-learned) Front-load your rubric-based assignments with thoughtful, tested and complete rubrics. Ultimately, it will save you more time in the end...
posted by just a guy at 6:35 PM
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