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Teacher’s Role 8.2

Positive Attention & Recognition 8.3

Simultaneous Management 8.5

Giving Directions 8.6

Cooperative Management Signals 8.8

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------Positive Attention---------

Give positive attention to shape the behaviour of our students (IT'S THE MOST POWERFUL TOOL)

Whatever we pay attention to will get more of. So, focus on what students do right than what they do wrong. It creates a more positive classroom environment too.

E.g. “I like the way Team Panthers are working so well together!”

Students crave attention from their classmates and from the teacher. Even negative attention is rewarding for some students. (So, don't give them negative attention. Channel it with positive attention. FIND THE LIGHT in even the littlest thing.)

Give attention and special recognition to students with model behaviour (And explicitly say WHY) to positively influence others (Give immediate and public recognition.) (Same goes to group/whole class)

If things go haywire (channel the positive attention back to the group/individual with model behaviour, but need to make sure others are paying attention too)

Let students understand which behaviour is valued. Let students feel secure with the class norms which are valued.

Same as when we would usually address negative behaviours, now, we should address positive behaviours (immediately when it happens).

Students will like the teacher more and the students will have a happier learning experience in class.

Verbal rewards and positive feedback positively impact on intrinsic motivation.

----------Recognition-----------------

Recognition = publicly celebrating an individual, team or whole class' success in a number of forms except teacher praise.

Example:

Class Newsletter - can let students take home to share their success with their parents

Class money/points - Can redeem something with the points/money

Awards - Give different awards for projects/presentations (so each team gets something)

Positive letter home - Give a small, positive note for students to take home and share with parents.

Team/Class reward - e.g. (team reward) free time/ first to be dismissed for lunch; (class reward: Activity, party, game, trip)

Public Applause/Bow - e.g. theatrical bow

Celebration Board - Posted with a student/ a team's accomplishment written on the board, teacher reads the celebration to the class at the beginning of the weak, and it stays up for the rest of the week.

Team or Class Cheers - e.g. a chant, cheer, handshake, or movement to celebrate their success.

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Teacher could free up time with cooperative learning and be more effective

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when student don't understand the task, confirm they will monkey around.

to avoid management problem, we:

1. circulate (in class)

2. observe (the monk students)

3. verify (if they understand or not)

If one group don't geddit, confirm the rest also don't geddit.

When this happens,

1. get everyone's attention

2. clarify instructions

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Our physical proximity (body close to them) scare encourages students to stay focused and to not engage in monkeying around off-task behavior.

We can ask questions to focus teams on

their task:

“What’s your next step?”

“How do you plan to…?”

“Who will…?”

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After student already confirm they understand, don't sit down. Continue to circulate (around the class).

Check students' work - if they really blind to their mistake, teacher can intervene.

But can only make student aware that there is problem or provide additional resource.

Provide an answer only if the students cannot obtain one on their own. (students are supposed to do it on their own)

Ideally, we do not interrupt or interfere with the work of the students, but at the same time, we are seen as friendly and approachable rather than distant.

Why are we doing this?

So that the students know they, on their own, are responsible for the direction and quality of their work.

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Benefit: Eliminates downtime, creates greater student self-reliance, and a more positive class tone

Can be used when: Distributing materials/answering questions/ forming teams.

Answering questions:

The rule: "Team Questions Only"

If a student has a question, he/she must try to get it answered within his/her team.

If no one in the team knows the answer, all team members raise their hands. (E.g. 4 Hands Up to tell the teacher that no one knows.)

The teacher acknowledges that the team has a question but don't answer the question until all the other groups have started working on the task. (So the other groups can work on the task without wasting time, and the teacher can support those who needs help. Teachers also don't feel the pressure of other teams waiting for us.)

Students can become more self-reliant and view each other as valuable resources (learn from one another)

Forming Teams

Pre-form the groups by giving them a card/paper faced down on their table. Students immediately know who they're teamed up with.

Distributing Materials

Distribute to each team instead of each individual. (Preparation needed to sort into the correct number of ppl in each group)

Taking Roll:

Have a 'In' board where they can put their picture/name 'in' when they enter class / have a check mark on a dry-erase board.

Immediately knows who's absent/present

Sharing Answers:

Individual:

Use an AnswerBoard

Showing a thumbs up/down

Showing fingers to tell us their choice.

Half the class:

Rally Robin (2 ppl in a group)

Time Pair Share

A quarter of the class:

Round Robin

Instant Star (https://www.tes.com/teaching-resource/kagan-structures-11-instant-star-student-selector-12264373)

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We want to convey complex sets of instructions

briefly in order to maximize time for student to student interactions

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Students are different learners (visual or auditory).

So give instructions in multiple ways (announce + write on white board/ project)

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Give small bits of instructions instead of long strings of instructions.

Short instruction = less to clarify, quick to understand

long instruction = more to clarify, slow to understand

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Bad instruction = “Students you are going to stand up, put a hand up….” Before the teacher has finished her instructions, some students start pushing in their chairs and stand!

BETTER instruction = : “Students, when I say ‘Go,’ and not before, you are going to stand up, put a hand up, find a partner you have not worked with today, give them a high five, put your hands down, and then remain standing until I give the quiet signal. [Dramatic Pause] ‘GO!’”

the Trigger is the word "“When I say GO"

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Basically to avoid

1. confusion

2. bias

3. complaints from students

Choose a method that create interest and is fair. For pair/group - establish who goes first clearly.

Suggestions to divide students into pair/teams:

1. Who's up (students with darkest hair, students wearing glasses, students born in May etc)

2. Craft sticks/ spinner with students names (pull)

3. online random selector

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Use "show-don't-tell" method (kids learn faster if compared to just telling them)

How to model:

1. You can model the behavior yourself;

2. you can pretend to be a member of a group and role-play the behavior with the group;

3. you can work with a pair or group and then have them model for the class;

4. you can wait for the desired behavior to occur spontaneously and then ask the students to repeat what they just did, so the whole class can see.

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After giving instruction, we need to check if they geddit

Examples:

1. Choral Practice. Students finish the teacher’s sentence or respond in unison to a teacher question. Teacher: “The first thing we’re going to do is….”

2. Simultaneous Sharing. Use AnswerBoards for written responses or thumbs up or down for yes/no questions.

3. Showdown or Numbered Heads Together. Students write their own answers, then compare them with teammates.

4. RoundTable or RoundRobin. If directions involve a sequence of steps, each student in turn writes or says a step in order.

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Without Structuring

The teacher gives each team a piece of mahjong paper and lets students work as they please to do the assigned task.

Probable results: In many teams, each student takes out

his/her colours and works alone on some corner of the paper.

There is little if any cognitive or linguistic development (no thinking or talking), little interaction (no cooperation), and no development of conflict resolution skills (don't know how to fix problems)

With Structuring

1. Give students time to discuss how they plan to answer the task in teams.

2. Announce how to do the task, the limitations of the task and how they will

be evaluated.

3. Give teams time to plan their task and who will do what.

They must all agree on a team plan before they start.

Probable results: Equal participation, linguistic and cognitive

development (speaking and thinking improved), and development of skills in the areas of planning, conflict resolution, and consensus seeking will occur (more fair to all members)

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Signals from teacher to student and vice versa.

Students can signal if:

The teacher is too fast/ if they don't understand the content or instructions given

This saves time since the teacher can know the students' status almost instantly.

Signals:

(to adjust teacher's speed with students' understanding)

Over-my-head: Waves an open hand, palm down over his/her head. (student doesn't understand the teacher)

Slow down: Two hands, palms touching in front of him and slowly moves the hands apart (teacher is going too fast for student to keep up)

I Need a Partner:

When looking for a partner (group/pair work), put one hand up.

Once got a partner, high-five each other and put hands down.

The others who still don't have a group can easily see who else is looking for a partner.

We're Finished:

Stand when doing task and sit when finished.

Turn your AnswerBoard over

Put your pen down

Put your folded hands on the desk

Response boards of different colours (2 sides)

Close their books/set the book face down on the desk once finished reading.

Put pencils down once finished writing or solving problems.

Think Time:

Put an index finger to the side of our forehead to signal "Think Time"

Students also put index finger to the side of their forehead to show they're thinking.

Students put their hands down when they are ready to respond.

Can create simple signals for frequently used activities/ cooperative learning structures (time-paired-share/ round robin)

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8.9 Procedures

8.11 Cooperative expectation

8.13 Setting up the room

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Reteach Procedures

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Different from the usual 'no talking' rule because we encourage interactions between students. So...

We need a QUIET SIGNAL to quickly and effectively get students to refocus on the teacher.

1. Hand up, stop talking, stop doing

2. Full attention on the teacher

3. Signal others

Quiet Signal = Teacher raise hand, students raise hand until everyone raises their hands. (Only when teacher lowers his/her hand should the students lower as well.)

When introducing the quiet signal: Explain this:

There's a natural tendency for a classroom of teams to become too noisy.

Tell students that we don't want to shout over student talk to get the attention of the class, so we need the quiet signal.

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Immediate Attention

The Five Count

Students are expected to become quiet in 5 seconds. (Teacher to count down using fingers so students can see.)

If it takes over 5 seconds to get all hands quiet and all eyes on me, we will stop everything and practise the quiet signal.

If they manage to quiet down in 5 seconds, genuinely appreciate them by saying, "Thank you for that quick, full attention."

Remember to reestablish the signal if it loses effectiveness.

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Quiet Signal Variations

Give Me Five - To remind students of 5 rules:

1. Eyes on the speaker

2. Quiet

3. Be still

4. Hands free (put things down)

5. Listen

It can also be: 2 eyes on the teacher, two ears on the teacher, one mouth closed.

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Instrument Signals:

Pleasant bell, whistle, chime, piano key, guitar strum etc.

Students are to stop talking and give the teacher full attention.

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Switch lights on and off

Music/sound effect/ sound bite.

E.g. Songs with first few lines 'Respect', or cartoon character saying 'quiet'

Clap/ snap a rhythm

Teacher claps or snaps a rhythm, and students respond by clapping a response rhythm in unison

If You Hear Me, Clap Once!

Say "if you hear me, clap once", and clap once, then students clap. Do the same with clap twice, and clap 3 times.

Choral Response: Teacher prompt something like "One, two, three - eyes on me!" and students reply, "One, two - eyes on you!" (Can work with singing a line too)

Make sure to model and reinforce the Quiet Signal.

Free Talk Time: A time where students can actually talk to their friends during a period. Teacher can time how long it takes for them to quiet down and give full attention. The number of seconds took each time was posted and summed each week. The time students took to keep quiet would be the time lost from their 'Free Talk Time'.

The Quiet Signal is effective for quickly getting students to focus on the teacher, but not effective as a noise management method.

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Purpose: To maintain acceptable voice levels for prolonged periods without having to interrupt the class.

Sound Level Training:

Noise escalation can be prevented if students know and use their appropriate voice levels during interaction time.

Voice Level

1. "No Talking" - independent work.

2. "Partner Voices" - pairs must be quiet enough not to be heard by the other pairs

3. "Team Voices" - teams must be quiet enough not to be heard by other teams.

Can use hand signals/colour cues to signal voice level.

Can even have whisper voice, six-inch voice, little voice, or tiny talk.

Choral Response: Using verbal cue to tell students they need to quiet down. e.g. chant a response in unison.

Noise Reduction Signal: Horizontal palm slowly lowering to remind students to keep it down.

Stoplight Cards:

Green card on desk of the teams if their voice level is fine.

Yellow card if they need to tone down a bit

Red card if they need to become completely silent and count to ten before resuming interaction.

Background Music:

Play soothing background music or sounds during team interaction times. E.g. slow tempo music of 50-60bpm, calm classical music, and nature sounds like ocean sounds.

Mechanical Noise Monitor: Yacker Tracker (Noise Monitor lights up based on sound level. HOHO) Has buzzing sound if students are too loud.

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Student Self-Monitoring

Quiet Captain

Can use stoplight cards or a quiet meter to let the group know they need to quiet down.

Class Noise Monitor

Can ring a bell or clapping a pattern when the classroom is too loud.

Rotated role so all students get to be more conscious of classroom noise.

Team Noise Cue

To cue the class to quiet down and watch each other's noise level by carrying out a cue such as 2 snaps and a 'ssssshhhh!' to politely let others know they are being too loud.

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Purpose: To prevent Dead time.

Sponge activity is for students or teams to turn to when they're done or time the task so teams finish at about the same time.

8.18 Sponge Activities:

Can be a student/team self-directed activity that students do when they've finished their work.

Often used as a follow-up to a lesson to reinforce or extend student learning

Can also be a fun reward for finishing quickly

Can be a good answer for "Teacher, we're done. What do we do next?"

Type of Sponges

Team sponges: Team challenge question or problem, a topic to discuss, or a content-related team task

Individual sponges: Journal writing, drawing, or starting homework.

Assigning Sponges: To inform the class what to do if they finish early.

Announcement

Announce the activity when we announce the team activity

Posted

Write the sponge on the board.

Sponge Center or Area

Students or teams know to go to a sponge center or area.

On the Assignment