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Setting expectations

eg. before class and during class

Two-way interaction

emphasised that teacher and students are learning from each other, making it a safe space for students to share and learn

shared personal experience eg. watching videos when she was a student to connect to students' experiences

Using diving as an analogy to introduce the expectations and rules

Using humour and a friendly disposition to connect to students

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Set the expectations clearly e.g. "Book" , "Converse". She reminded the class to read the book, not criticise others, make constructive comments. Tuned into the main session.

Likened the expectations to deep diving. We liked the analogy. Gears --> e.g. making connections. She also gave many examples and related them back to the students' experiences.

She introduced all the various ways to make connections. Most common - Text to self but she encouraged the students to make connections to other texts, media, real-world examples

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Used slides to share the expectations of the reading circles session,

Linked to the other expectations of SS lessons which she also teaches them

She went through the different thinking routines that they would use in their reading circles

She carries on with her instructions despite the noise that is made (constructive noise)

built up rapport with students beforehand

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Teacher started the lesson well by enticing the students using Diving into the Ocean (deep dive, deep dive)

Class rules were set, but could also include contributions from students

Teacher is relatable - speaks about and shares her experiences; this sets the tone of the kind of conversation to have

Teacher also takes comments from students in her stride and weaves into her teacher talk

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ask students to co-create the rules and expectations together

using students' voice to encourage accountability

create posters with rules for students to refer to

get students to share that RC means to them and what they hope to achieve

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Facilitator gave clear examples example when explaining terms such as text to self, text to text, etc

Facilitator emphasizes the importance of exercising CARE during group work - respect each other views

Facilitator uses personal experiences when explaining to students

Facilitator sets the tone and space for safe learning - facilitator mentioned that she was also there to learn

Facilitator emphasises the need to re-read the text multiple times in order to dive deep into the text

Facilitator introduces See-Think-Wonder - let the students know the name of the thinking routine right from the beginning

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Instead of telling students her expectations, she can co-create expectations with students, so that the teacher does not need to talk all the time. It also promotes students' ownership of the programme.

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get students input for the rules and expectations (could have done this in small groups during the first session)

these rules can be put on paper and displayed for every session

she could also ask what they expect to learn/gain from RC

set up grouping norms to ease the groupings later and ensure that students get to work/discuss with different people per week

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Discuss with the students what kind of conversations they want when they go into groups for Reading Circles

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Created a safe environment

used humour

recommended books

Making herself relatable to the students.

Setting expectations with the use of visuals.

by establishing clear expectations, students take ownership of their participation and engagement in group discussions.

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Teacher could have used the term "us".

Use of noise meter to monitor the noise level.