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Explicit modelling of voice levels when setting expectations

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CARE model could be put on a poster for student reference (students forgot about it)

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Set Clear Expectations

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The facilitator gave the students an overview of what they would be able to expect from the session, clearly outlined the rules and expectations of the series of lessons.

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Unpacking the "gears" with the students - simplifying the language for them through the examples given

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- Set the tone for learning by assuring students that even she might be learning from them, building a safe community for them to voice their opinions
- good rapport with students
- clear expectations and routines with examples/demonstrations

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Creating a safe environment through the establishment of the rules and expectations; Good rapport between the teacher and the students.

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Set ground rules and clear expectations. Very animated and was able to engage the students.

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Like the fact how the facilitator sets the expectations by drawing a parallel of diving deeper into the ocean. Very animated!

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Setting ground rules prior the session and showing eg to students
Gave guidelines to help students make connections as they read the text

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The facilitator set clear expectations by modelling what she wants to see from the students.

She shared her personal experience

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What she did well:

· Setting expectations and rules

· Modelling response, using ‘Think-alouds’

· Sharing personal experience to allow students to relate better to her

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The teacher set clear guidelines and expectations.  Tried to connect with the students by sharing her experiences - Jennifer

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The teacher set clear guidelines and expectations.  Tried to connect with the students by sharing her experiences - Jennifer

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Very clear rules and expectations. Teacher created a safe space for the children by sharing her experiences with them as well.

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Teacher set clear expectations and she took time to explain all 3 rules with examples.

She uses personal experiences to help connect with her students.

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Perhaps the learning intention and success criteria could be clearly put up somewhere in class.

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Very engaging. Hence, pupils are attentive.

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Very engaging. Hence, pupils are attentive.

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Set clear ground rules. Give examples to prevent certain situations from happening eg students being too critical. Give examples of personal experience when explaining the ground rules.

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Good ground rules, set clear expectations, established rapport with students right from the start.

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It would be good to empower students' voices too and possibly get them to co create the expectations so that they would 'own' them too.

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Facilitator set the ground rules and explained each of it well to ensure that all students are aware of what needed to be done.

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Make it visible as pupils may forget these guidelines and expectations along the way

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Make it visible as pupils may forget these guidelines and expectations along the way

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There was a lot of teacher talk.. Perhaps the teacher could craft the expectations together with students, of course with her guiding them towards the expectations she wanted them to have. This is to enable students to feel more ownership.

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Clear expectations and ground rules are explicitly mentioned such that the lesson would be a meaningful and conducive one.

Laughter, helps build rapport and deepen TSR such that learning is made enjoyable and students are more willing to share given the positive classroom culture.

Broad overviews of what to expect: textual connections to self, to the world, to media and to text.

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I like how she drew examples using books that the pupils have read and she also gave her own personal experiences to spark their interest.

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Set clear expectations and tone.
Unpack the 'gears' by relating it to her own experiences/ examples.

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Teacher could have gotten students to come up with some expectations or rules so that they can take ownership.

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Would it be possible to co-construct rules with the students?

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Clear expectations were set.
She was trying her best to enthuse the students.
She has good rapport with the students.

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- Expectations were set very clearly
- she has very good rapport with the kids
- she was very enthused about all that she was sharing

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Get students to provide examples, elicit responses from them

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Breaking down the "gears" to them to help them understand the various ways to better understand what they are reading... Gave examples..

Also used diving as a metaphor to encourage students to dive deep into the reading and explore the book... just like divers exploring the ocean

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Perhaps can get students to share what they think they are going to do.

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Get pupils to contribute whats the CARE model - since they have gone through it.

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It would be good for CARE model to be explained by the students rather than the teacher especially if its a school-wide initiative

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Gave a clear overview, explained thoroughly with visuals and said that even she might be learning from them. That makes her very open to accepting all kinds of feedback

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Gave a clear overview, explained thoroughly with visuals and said that even she might be learning from them. That makes her very open to accepting all kinds of feedback

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· Have students come up with class rules so that there is ownership and buy in

· Allowing students to share their thoughts/experiences

· Pair work/sharing

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The teacher’s animated tone and enthusiasm towards the start of RC lesson excite the students and help them look forward to the RC lesson.

She also made it very clear that it’s not homework but appreciation of reading and growing as a reader.

She uses ‘we’ instead of ‘you’ to show that they are in this together. And she shared her personal experience as a reader and how she drew connection between a personal experience and her reading.

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An enthusiastic start to the programme as she cracked some jokes along the way! She outlines what to expect when they are reading the book by bringing the connections to self, text, world, etc.

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Getting students to verbalise the "gears" themselves

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- Perhaps she could pause to ask if they were clear/ had any questions about the expectations and about making connections

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1) Setting clear expectations with concrete examples so students are clear about what is expected of them

2) Use of hyperbole - she intentionally and purposefully used exaggeration for emphasis and effect to engage students

3) Pitched it as a journey to learn together (that she also had much to learn from them)

4) Shared her personal experiences and made it easy for students to make connections to what she said with relatable experiences

5) Tapped on strong TSR and experience with teaching upper primary students

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Allowing the students to set the rules themselves will help them take ownership although it might take up more time in lesson 1.

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- Setting ground rules and clear expectations
- Showing examples when going through important points
- good rapport with students
(Shof)

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Get students to list down what they think or expect the sessions to be like before we share with them the format etc.