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setting ground rules

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Lay down clearly the ground rules and expectations

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Teacher demonstrated and explained clearly ground rules (Eg: the different speaker volume, the dos and don'ts and etiquette). She also likened the experience of a reader sharing their thoughts to that of a scuba diver exploring the deep.

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Set clear expectations and get the students to understand what each of them means.

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The teacher was setting ground rules and even gave examples

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She set up the ground rules really well. Her RC session is a made up underwater community of scuba divers. The children feel involved.

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The teacher was engaging and enthusiastic. This makes the students want to listen to her.

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She started off by laying down the ground rules clearly. In this way, it lays a good foundation for more to be achieved.

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Established good rapport with the class which promotes a safe env for students to share.

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She set clear expectations and helped the pupils to see how they could make connections to other things from the text.

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Set ground rules and expectations. Ensure a safe and supportive environment is created for pupils to share their thoughts/reflections.

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1) Setting ground rules
2) Clear expectations
3) Modelling by thinking aloud

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Setting grounds rules. Expectations are made clear to the students.

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Setting the expectations right. Did not make the environment feel like a classroom setting but more like an enrichment.

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Setting the expectations right. Did not make the environment feel like a classroom setting but more like an enrichment.

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Teacher was created an engaging and open environment. sets the right tone for them to learn and enjoy the process

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She set clear rules. She made the session light -hearted and spoke about her personal experiences to help them understand the context better.

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Made connections to lessons conducted previously or texts discussed previously. Many examples given to make those links and connections.

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Co-create the rules and expectations with the students by getting their inputs so they can own it.

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The expectations of the students and how they would interact with their peers was set very clearly. The students also were informed of the expectation to do their homework.

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Have ready an anchor chart of these expectations and to bring it to class every time there is a session, so that teacher can remind the students without having to say so much again.

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Jermaine
She showed them the different ways on how they can make connections.

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I liked that she used "Deep Sea Diving" as a metaphor to help the students to understand the rules and expectations of the reading circle.

She was humorous and that helped the students to stay engaged.

The use of images during her presentation also served as visual aids.

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Set clear expectations, provided examples of what constitutes a group voice/class voice 

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Set clear expectations, provided examples of what constitutes a group voice/class voice 

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I like how she demonstrated the thought process of reading during the Text Connections and reiterated that Reading was about growth and enjoyment. The tone she used when going through the guidelines was very neutral, which all around contributed to the "non-threatening/daunting" environment.

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LeeMei                                       Facilitator was able to clearly explain the ground rules and  provided visuals too.           

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LeeMei                                       Facilitator was able to clearly explain the ground rules and  provided visuals too.           

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She gave examples of how to respond / critique other peoples' responses.

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It was observable how she set up the rules and included herself as one to also follow those rules (model the way). She also made clear non-negotiables (e.g. reading nec text prior class) to ensure success of the lesson.

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More open-ended questions can be asked for the students to give more opinions of their own. Too much teacher talk.

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Can recap all prior models students are expected to know at the start. (only recapped CARE model after introducing the task)

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Have these ground rules printed as a poster so pupils can refer to as and when.

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Pris used examples from other stories (which the children should be familiar with) to help students link their experiences/knowledge. (Liz)

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If the pupils are new to the structure of Micro-Lab Protocol, she might want to revisit the procedures of this particular thinking routine with them again.

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Have the rules published in class after this session

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She was very accepting of the answers given by the students even if they were not directly relevant. She tried to find the relevance.
She has a light-hearted tone which she uses to engage with the children.

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well-prepared

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Perhaps pupils to set the rules with the teacher so there is greater ownership in the entire process of learning. Display these rules clearly in the classroom.

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The teacher has done a good job of building rapport with the class. Making the students look forward to their sharing as an RC.

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scaffold, perspectives, modelling

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An anchor chart of the Text Connections would be extremely helpful, along with sentence stems to prompt them.

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Enthusiastic

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Probe and ask why.
Listen and looks for thinking gap.

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Noora
very animated & energetic

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Teacher shared her personal experiences- Susan Heng (NHPS)

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Teacher shared her personal experiences- Susan Heng (NHPS)

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Mentor and guide

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- Set ground rules
- Good TSR
- Use relatable examples and share own experiences

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I think it will be good for her to show that Text to Media is actually also Text-to-Text. Students ought to see that texts do not necessary mean written text but also includes all other forms of media.

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Ask students for inputs as well as revisit these rules every lesson.

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well-prepared, humourous and engaging

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knowledgeable, engaging, well-prepared

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Make the text to self, text to .... picture a bookmark and give it out to the students so they can think about these questions as they read.

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Engaging, well-prepared, passionate about teaching this text to pupils.

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Curious and engaging

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Non-judgemental, role-modeling, engaging

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Encouraging, Non-judgemental, enthusiastic, passionate

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Besides the rules, what is to be expected from them for the duration of the programme.

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relatable, prepared, objectives set clearly

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Scaffold, experiences, engagement

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Partner, Demonstrate, Empathy, Genuine interest in the text.

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Get students to involve in the rule setting and write them down on a butcher paper --> easy to revisit every RC session.

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Have a pre-existing poster in the class as most of the rules are not just applicable to this lesson but any collaborative learning / lessons conducted / that the students go through.

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Noora
elicit input from pupils to dipstick their level of understanding

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Student engagement - made it relatable and digestible to the students while being clear of expectations. Jokes were catered to students as well.

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Clear ground rules

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Students can be given a voice to share something related to what the teacher shared or their personal experiences.

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Jermaine
sparks ideas
motivates
making thinking audible

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Provide a visual to complement what is being said (shared) by the teacher. Otherwise, there will just be a barrage of sound. (Liz)

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Motivator

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Co-construct ground rules with the kids.

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Curiosity. Being open-minded. Respect.

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Give students avenues to create rules/procedures together

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approachable, humorous, familiar with the sequence

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passionate, clear

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Ching Ching: The facilitator is very engaging as she intersperse the explanation of  ground rules animatedly with examples and anecdotes.

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Ching Ching: The facilitator is very engaging as she intersperse the explanation of  ground rules animatedly with examples and anecdotes.

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More student inputs would be good or ask for their opinions about what she had said.

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Full of energy

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Enthusiasm.
Ability to connect with the students.

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Engaging

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LeeMei                                                                 Get students to provide their ideas of what it means to be active participants.  

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LeeMei                                                                 Get students to provide their ideas of what it means to be active participants.  

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The teacher set the expectations before introducing the book. Her tone was encouraging and positive and this session would contribute to building her rapport the students.

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Critical, open-minded, able to respond quickly to students' sharing, excited about the text, encouraging.

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Enthusiastic

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Well-prepared and relaxed. She looks like she can't wait to start the session with them.

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Positive classroom culture

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Engaging facilitator, friendly light-hearted tone.

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Teacher's role: facilitator or discussion; affirm ideas and probe more to guide students to think deeper when nec

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Passion
Curiosity
Enthusiasm

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Her ability to engage and connect to the students encourages them to listen attentively and gain a better understanding of her expectations of them in RC.

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Setting clear ground rules with examples. Teacher was also very positive, chirpy and engaging, having the pupils fully focused.

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Chief (story) Adventurer
Influencer
Imagineer

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Skillful. Energetic. Passionate.

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Engaging, positive, well-prepared, fun, excited

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The teacher needs to be the role model as a reader ...and ask good probing questions to drive the discussions ....to get the students thinking and appreciating the need to pay attention when a peer is speaking, think about different perspectives and to give thoughtful responses or questions!

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Comment to add as no one seemed to have explicitly said so: There was an attempt to connect to students' actual experiences (e.g. Social Studies, Japanese visitors from exchange).

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She was very well-prepared.

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If this is the first time she is meeting them, getting each person to say their name out loud would be a simple 'induction' in giving them a voice in the class.