based on “Class Acts” by Forlini, Williams and Brinkmann

How to activate learning by Andy Brace

Expectations

• be clear about what you expect, give positive reminders, use stance and movement.

• What do expectations look and sound like.

Manage time

• be specific with time constraints, how much time they have or have left, and by when they will all be on task.

Give positive reminders

• remind by using cueing what should be happening( either pick on a couple of students or sometimes the whole class)

Focus Attention

• Get student’s attention.Attention prompt needed.

Use stance and movement

• Proximity keeps students focused.

Student signals

• Students should indicate when they are doing or have completed a task such as finding adjectives. Write them in the air when you have found them.

Say it Right

• Use voice and good word choices.

Ask and Direct

• Give students meaningful ways to participate.Paired work, yes/no answers , etc

Transitions• What should they look like and sound like.( use visual or a

demonstration)

• GIve 1-2-3 step directions

• Plan an attention grabber to start off the new activity

• Advertise the new activity(teacher voice)

• Make sure all resources are in position before the transition

• Use cueing

• Have an older or responsible child start the new activity whilst you guide stragglers

How to support transitions• Always have an activity to do on entering the classroom.

• Cueing

• Use prompts and student signals( touch your nose if you hear my words)( when you are at your new location fold your arms)

• Debrief

• Extend a transition if necessary by playing a quick game like math facts or new words

Develop good habits

• Examples are self starters, changing locations, giving attention,getting attention, daily procedures.

• Imagine someone is looking in. What should they see and hear ?

Manage Time• Do countdowns with students names.

• Whisper to me how much time this will take

• Cueing

• GIve thumbs up when you are ready to begin the conversation

• Give reminders of center clean ups as you count down

• Chunk work to manage shorter time frames

• Set goals for improvement with students or the class

• Use proximity

Cueing (positive reminders)

• looks like and sounds like chart

• praise 2 before reminding any

• cueing reminds or redirects

Attention prompt

• give prompt

• make eye contact and wait 2-3 seconds

• usually followed by 2 positive cues

• begin

proximity

Student signals• Examples:

• place pencils flat on paper when finished

• stand behind your chair when group is ready

• if you need help hold you pencil up high

• to denote youre ready whisper to me, thumbs up,silent high five, sign your name on the board, stand your book up on your desk, red/green cups

Tasking

• asking and directing to keep them on task

• show me with fingers, choral response, whisper to neighbor, write the answer in the air, yes/no cards, whiteboards, count and snap for a choral response,