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Setting up the ground rules and expectations clearly with rationalisation and even some examples/modeling.

Teacher's enthusiasm about the book and humour engaged and got the students excited.

Book, converse, journal - use of these catchy words helped students remember

Relating RC rules to diving and gears required made it immersive and exciting for students.

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Clear expectations and rules

Make connections across disciplines and books they had read

Recap on thinking routine

Animated and less threatening environment

Clear examples as she went through the points

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1) Students seated in groups

2) Tcr set the ground rules clearly.

-She explained class voice vs group voice.

- CARE model

3) Encouraged students to dive deep into the text. Find multiple perspectives to it.

4) Briefed students on how they can make connections with the book.

5) She assured students that there's no such thing as silly comments.

6) She is expressive and animated which keeps the energy level high.

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1) She established ground rules

2) Set the tone how the sharing should be conducted.

3) She's animated, expressive and humorous

4) She made connections, tapped on prior knowledge

5) She could draw students' in, piqued their interest

5)

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-Used scuba diving as a metaphor (diving gears as rules/expectations)

-facilitates and makes connections for students to bring in their own experiences

-teacher is expressive and hypes up the class

-teacher makes the environment non-threatening and safe

-teacher acknowledges that she is also learning at the same time with them and enjoy the experience

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Appropriate metaphor of scuba-diving to start talking about the text (idea of going deep and discovering treasures in the text)

Good TSR and more informal way of communicating to put students at ease with each other and with her

Distinguishing between class voice and group voice with accompanying demonstration

Good establishment of rules, yet not top-down but based on mutual respect and trust; set the correct tone for the RC

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Every student should have a chance to speak - everyone matters

Seating arrangement to be in circles

Propose to have students come out with rules on their own if this is not the first time they are doing reading circles

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Seating arrangement should have been in a circle for students to establish eye contact (video was probably filmed during SMM period)

Teacher could co-construct rules with students to enhance ownership of the rules and make use of the book, converse and journal phases.

Listing of too many rules might be overwhelming for students.

Students may be tasked to rationalise these rules on their own.

Too much teacher talk. More time for students to participate in discussion of rules.

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Share the expectations of the class

Provide examples to the class

CARE approach

Providing negative behaviours not to be exhibited

Animated and engaging

Prepare the students to read the text and dive deep into the text

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Involve the students in setting rules and expectations (if the video shown is their first session).

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Group 2

Involve the students in drawing up the rules and expectations

Check on students' worries/concerns/insecurities about tackling the text

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1) Instead of top-down approach, it could have been co-constructed - more contributions from the students in the setting up.

2) Have a reward system to encourage students to read the text prior to the discussion.

3) Get students to come up with their own success criteria.

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Students not seated in a circle. Perhaps, teacher explaining & going through the rules/ expectations.

Teacher could 'slow' down a little. Talking too fast.

Involve the students in establishing rules. Perhaps this is not the first session for them. Hence, we did not see any co-construction.

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Give sentence starters to encourage students to voice out their opinions

recommended to sit in a circle as they carry on in future sessions

get students involved in setting their own rules and expectations

get them to experience communicating with one another and create their own norms / expectations with each other

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1. Setting expectations

2. Learning environment - safe and respectful (through the tone of the teacher and the examples that she shared with the students) She mentioned what she was ignorant about as a learner, sharing her personal experiences.

3. She was thinking aloud at some points (I remember there was a part that she...and I...)

4. Providing examples to making connections and these examples could relate to her own experiences too.

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1. Co-creating expectations with the students

2. Asking the students for more suggestions and encouraging them to add on to what she mentioned (providing space for students to own this process)

3. Prior knowledge of learners? - Is this the first time they were talking about making connections? Have they gone through RC before?

4. Were the students seated in a circle or in circles? They seemed to be seated in rows. Perhaps that was just the beginning of the lesson.

5. Book, Converse and Journal - Perhaps we could use "norms" for RC.

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Suggestions (though it's hard to comment much as there was not enough context provided): could have icebreakers to get to know the students, could have been seated in a more inclusive manner to facilitate discussion

Questions: Were the students new to RC? Was there a mix of students with unequal levels of prior knowledge?

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1) Perhaps, she could get students to be more participate vs too much teacher talking

2) Students can be seated in a circle to encourage interactions

3) Provide more open questions to promote critical thinking

4) She could provide more wait time

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Group 2

Set the ground rules and explained her expectations clearly

Helped the students to make connections by sharing examples and personal experiences

Got the students excited to read through her tone of voice, body language

Positive classroom environment

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She set the tone right for the lesson by reminding the students on her expectations like class/group voice; being constructive in their feedback; how not to criticise

She used good strategies to prep the students on how they think through the lesson/discussions (Making Connections/See-Think-Wonder)

Her enthusiasm was good as it livened up the lesson and got students excited