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Performing Arts 6-9     Chapter 18: Non-verbal Correction

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Performing Arts 6-9     Chapter 18: Non-verbal Correction

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I have been using hand signals to signal

a) not swinging on chair

b) guitar upright

c) pens down

This is also to preserve my voice as a performing arts teacher. But also so that they understand the clear communication.

Have also been using Call and Response patterns (call and call) and call and response (different) to gain their attention.

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Deliberate pause successful. If the pause is too long, it becomes an opening for students to talk.

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applied in the classroom. In some cases when eye contact matches, students understand the cue and would correct their behaviour. Other cases such as purposeful practice, I'd use my finger to direct students where to start their work etc

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Working on using the deliberate pause. found it better in some classes than others but works well with roving the room.

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Had a great start to it however struggling when students as soon as the pause was over they would go back to talking. How many pauses is too many?

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I have been trying to apply the deliberate pause more intentionally in my classes. Students have been receptive to this when trying to gain students attention and show one voice during explicit teaching.

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Deliberate pausing and staring at the students using non - verbal cues is a really good strategy for classroom management

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Ive been actively trying to note when students are meeting expectations and praising them when they exceed expectations. I've had some success but I need more practice to make sure I catch them and mention it.

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Have tried to incorporate the deliberate pause. However if students are not responding to it i'm not sure what my next action is.

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I have been exploring the non-verbal messages for control. it has been helping to correct minor behaviors without drawing attention to the student and allows the lesson to flow without as many interruptions.

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Instead of verbal reminders, I kept looking at the students and kept staring at them and it worked. If it did not work with the "teacher look", I will then put my finger in front of my lips. It worked most of the time. Sometimes, I had to walk to them and tap on their shoulders.

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I am working on the deliberate pause. After explaining my expectations, e.g. no talking when I'm talking, I will pause and look at the student who is still trying to talk. It's getting more effective as the students know your expectations.

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Practised teaching explicit routines for collecting knives safely. this was completed in a step by step one at a time process. Students practised waiting patiently Audience observer

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Planning for behaviours. Seating plans enforced for 4 classes. I have allowed more time and more explicit instruction and explicit expectations for movement of students in the classroom. Some activities will be completed in sequence which will naturally enable those who need more extension to receive it

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It's been difficult for me to remember to do this in my classes. I'm very used to (and am of the belief that it is important) addressing behaviour as it happens to set a tone/expectation in the classroom.

I need to keep working on this.