By articulating how we arrived at a solution – thinking aloud as we go through the process – the teacher provides a model of how a good reader/writer or maths solution is reached. This sort of modelling makes the thinking “visible”. It is a strategy used to great effect in shared reading/writing/science and maths classes.
Sometimes modelling alone is not enough. A combination of modelling and directing (or explaining) may be necessary at times. Using modelling along with other instructional strategies to convey a teaching point is especially useful for those students who are not yet fully familiar with the subject expectations of the school and for any who are experiencing difficulties in particular subjects

Questions may be directed towards building a particular aspect of students’ knowledge, such as a strategy for encoding or decoding, understanding prior knowledge. At a metacognitive level, questions can help to build students’ awareness. Questioning can be an ideal way to generate thoughtful discussion and help students to develop the habit of being critically reflective, for example, “How do you think …?” “I wonder why …?” “What have you noticed …?” “How will your audience feel …?” One or two well-thoughtout questions can be powerful in helping students and also helps them to engage and connect with the classroom activity. It is important that we ask a range of questions and know why we are asking them(goal specific and directed).
Questions become effective teaching tools when:
1)They are directed towards helping students to meet a learning goal;
2)They are centred on and draw out students’ knowledge;
3)There is adequate “wait time” for students to think through their responses;
4)Students’ responses are valued and not transformed by evaluative comments that
5) suggest the responses were inadequate and provoke further.
6)appropriate follow-up questions are used to extend students’ thinking.
As teachers who use questions effectively provides a good model to students and shows them how to develop their own questioning strategies. This helps them to bring a critical perspective to texts by asking purposeful questions of themselves as they engage with a task. In a classroom environment of critical reflection, thought-provoking questions are not seen as threatening, they are welcomed as a highly valued part of learning.

The purposes of feedback are:

Telling can also mean providing information about when to use a particular strategy in a given task – making explicit the fact that the students can apply their existing knowledge at this point and so building their awareness of when to apply that knowledge in future situations. Telling students when to apply their expertise is particularly useful for students who are experiencing difficulties with academics,merely scaffolding the tas

Teachers also use explanations in the context of classroom management (for example, when they explain what is involved in an activity such as paired math task) so that all the students can participate confidently.

1)communicate effectively,
2) understand and store verbal and 3)written information, understand what others say,
4) maintain relationships with others.

Strategies-

2)  Successive processing is what we use to order or organize information in time and sequence. Concepts of time, dates, and order – yesterday, today, and tomorrow, months of the year, mathematical procedures such as division and multiplication, word order in sentences, and sentence order in paragraphs are examples of sequential processing.

Students who are good at successive organisation usually have little or no trouble with time management and usually find it easy to organise an essay in a sequence that is logical.
Strategies for students who struggle-

Check for your students well being through out the year one on one.