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1. T was clearly passionate and enthusiastic. This energised and enthused the students.

2. T used humour.

3. T reminded students about CARE model - to remind them of what they've learnt.

4. T showed the rules on the screen for S to follow.

5. T used 'we' instead of 'you' when addressing the students.

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Clear expectations communicated by facilitator.

Energy, passion, knowledge of book and sense of humour evident.

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Good routines set in place.

Explicit expectations for conversations (should be constructive and respectful)

e.g. CARE model (Curiosity, Respectful, Engagement)

Structured

Set up of safe environment for sharing, rapport can lead to more effective reading circles

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1. T could spend a little less time on going through the rules.

2. T could elicit responses from students - co-construct the rules.

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1. Facilitator made the environment very positive and welcoming. Very warm.

2. Ground rules were laid out clearly.

3. teacher was very clear of her expectations.

4. Good visuals to explain her instructions.

5. She connected with the students. Gave a lot of examples.

6. conducive environment

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Students could co-construct expectations with the Tr as a facilitator.

Setting up circular seating arrangement prior to the class. -- Why do you think we are seated in this manner?

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1) The students were seated facing the screen (perhaps in the first session, they needed to know the expectations) rather than in a circle

2) Perhaps the teacher could elicit student responses from time to time to break the monotony of just teacher talk

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Set expectations about what pupils need to do in order to best engage in RCs - reading assigned reading, using appropriate volume, contribute, be constructive (instead of criticise), stay on task (when turning on the laptop), be respectful, be affirming and encouraging, take pride in doing journal (don't view it as homework)

Referred to SS CARE (Curiousity, Affirm, Respect, Engage) model, something the pupils are familiar with, so that they understand how they're expected to engage with one another

Being respectful with pupils

Being enthusiastic -- sets the tone

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Facilitator could invite students to share their interpretations/ understanding of what is on the slides (e.g what do you think text to text means?)

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change the seating arrangement so that everyone is facing each other

less teacher talk

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1. The teacher has a good rapport with the class. She was enthusiastic. The whole conversation was respectful and provided a safe space for the students.

2. Teacher modulated her voice and was animated to ignite the students' interest.

3. Teacher shared her personal experiences and allowed the kids to draw connections to it.

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1. The pupils were not talking much. Perhaps it was the start of the lesson.

2. The rules could be co-constructed to give more autonomy to the pupils.

3. They were not sitting in a circle.

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1. Setting: Could have been a U-Shaped/Semi-Circle setting

2. Teacher could have spoken gradually instead of rushing through the instructions.