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Signal for students to begin a choral read

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Time limits help students understand the timing expectations the teacher wants.

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I use my dance hand drum for start and stop signals.

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Attention Signals

Time Limits

Teacher/Signals

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My turn and your turn we use signals for when we want the students to respond.

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Students need clear signals for when it is appropriate to begin a lab, and pacing through moving through the lab within the time given, and last, a solid cue for when they should be cleaning up. Otherwise, chaos ensues.

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Clear signal and established routines for beginning and ending activities and each class period

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Using a timer to manage time in tasks (discussion, reading a document). Asking students to hold up how many more minutes they need to complete a task.

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When students are creating in groups we use attention signals, for example a call and response clapping rhythm to bring students back to attention

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Different routines: phrases, gestures, sounds, countdown timers, music, reminders/check-ins

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Chimes at start and end

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In art classrooms, I use a visual countdown timer with music so students know how much time they have to work on their art project for the day, or if we are doing stations they know when to switch.

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Throwing up a visible timer for anything - particularly for on-demand writing we would do

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A clicker, hand signals, my turn-your turn

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-For kids to chorally respond- hand signal- snap, click

-Going from the floor to their seats- routine/procedure: 1: eyes on me, 2: stand up, 3: walk, 4: to seat/floor

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Handwriting - give specific feedback on what the student did well and what they could improve.

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Start and stop signals help kids keep moving when they are in small group activities for ELA

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Targeted small group instruction.

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The Try part of the Try-Discuss-Connect routine in math lets students know they have time to work independently before sharing with the class

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Whether on practice, formative assessment, or summative assessment, students need feedback within an actionable time frame.

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Talking students through key points of maneuvers, then giving students ways that they can perform maneuvers better/more smoothly

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Positive Praise

Corrective Feedback

Be Specific

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After a performance students give each other positive and constructive feedback to refine the performance

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questioning to help reflection

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Timely Error correction

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Specific feedback.

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I will have multiple readings and let students “self-select” their content knowledge level. All are about the same topic, but depending on how much they know about the topic, the reading meets them where they are at.

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-Clarifying

-Value Statement

-Possibility Statement

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You can set up macro comments that you can pull for specific feedback as well as provide more targeted, personal feedback via speedgrader

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"My favorite no." Detailed rubrics. Complimenting students when they demonstrate correct use of a skill. Ex. "Great use of evidence in your inference."

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One student at a time and consider 504 and IEPs

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One student at a time and consider 504 and IEPs

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Using a variety primary documents to meet different reading levels. Using sentence stems. Giving students choice in how they demonstrate knowledge of a topic.