Ever look out at your class and see a sea of blank stares? Somehow the last 15 minutes of the lesson, you have modelled the skill, called on various students for a response to which they have answered correctly, and you have listed the criteria for a successful assignment. However, when you turn around and ask, “Are there any questions?” the class just looks at you. Blankly.
“Are there any questions?” you ask again. In unison, they say, “No,” and then seemingly start the assignment. Taking a stroll around the class, you see that everyone appears to be working diligently so you sit down, but then you feel a presence. There stands Margaret
and she asks, “What do you want me to do?” A few minutes later, Reginald has his hand up, “I don’t understand.” Now you start to question if the other students have it and you walk around the classroom. This time you see about one fourth of your students not quite getting the skill. What just happened? It’s like a whole new set of kids came in and replaced the class that understood the lesson.
Please do not become frustrated with the class. It is normal. Repetition is good, but it is even better when you start using a few strategies to help individual students experience cognitive connections to the classroom learning environment:
1. Tap the desk, make eye contact, and point to the assignment
A quick and easy redirection may be needed if you notice a student has stopped working, is looking off into space, or otherwise seems unengaged. Instead of getting frustrated, a quick light tap on the desk could do the trick. Even making eye contact and using nonverbal cuing such as pointing to the assignment may be the only thing needed to gain the student’s attention.
2. Ask students to repeat back the steps or directions
Instead of asking are there any questions, comments or concerns, it may be wise to ask that multiple students repeat back to you the directions, steps or skill you just went over. The lesson may have had plenty of repetition and tiered instruction, but that’s no guarantee that the attention span of all members of the class was held for the entire lesson. Hearing other students repeat back and clarify the steps can help everyone stay on the same page and focused.
3. Make it okay for students to repeat a peer’s idea, answer or response
Just like the repetition of directions or the steps in the skill by peers can be helpful, so can the repetition of ideas by other students. Instead of chastising or showing annoyance with a student who repeats what was just stated; thank him or her for the opportunity for other people in class to hear that idea again. Repetition can help overall retention and it can also help students to identify “big” ideas that are relevant to the content area.
4. Encourage students to identify the criteria to achieve the top score
Rubrics are amazing scoring tools for teachers. On-line you can find rubrics to score almost any type of assignment, but those rubrics are representative of generic tasks. Next time your students are working on a graded assignment, have the class come up with the criteria for scoring in a teacher directed discussion. This is a “win win” situation: the students get to set the criteria while the teacher is reassured that all members of the class truly understand the standard or rigor required by the assigned task.
5. Allow students to call on their peers
Are you standing or sitting at the front of your class calling on the same 2-7 students on a daily basis? Why? Your classroom is
full of students who know the answers, but have been lulled into a false sense of security – if they let other people answer, then they eliminate any risk. Life has many risks and a classroom should be a safe place to take a few small steps. Let the first student you call on select the next person to speak, and so on. This “popcorning” technique helps students take a leadership role in class, but also helps them to show confidence in a peer’s ability to answer questions correctly. Also, kids that do not raise their hands for you may raise their hand for a peer.
6. Build a confidence level where students realise that you or anyone in the room can call on them at any time
After you have gotten accustomed to “popcorning” to call on the next person to volunteer their answer or comment, it’s easy to take it to the next level. Make it commonplace that the person selecting the next classmate does not have to call on someone who is not raising their hand. It may be scary at first but it teaches students to become accountable to having their work completed and producing quality responses. Not knowing when you will be asked to share can be daunting. Set the stage for this slowly with coaching and encouragement. It also teaches students “wait time” as they let their classmates collect their thoughts and teaches respect.
7. Give them permission to ‘talk it out’
Another way to give those quieter students a chance to talk about their ideas is to allow productive small group talk in your classroom. Yes, a quiet classroom can seem productive, but it’s just a façade if you have individuals in the room who are struggling and too shy to ask for help from the teacher. I always loved, “See 3 before me,” as a classroom rule. Students were allowed to ask 3 peers for help before coming to me for help. This gives students in the room a higher sense of purpose especially when they know that a friend may come to them for help or clarification. They all tune in a little bit more and every little bit counts.
8. Refer them to a peer who just asked for clarification from you to give them assistance
Imagine. About 5 minutes ago Jesse came up to your desk and asked for the steps to questions 3. It is a question with a detailed response and he is able to repeat it back to you, then goes off to complete it confidently. Two minutes later Josephine comes up to you with the same question. You have 2 choices, you can repeat it for her or you can refer her to Jesse. By giving her permission to ask Jesse for help, you have set them both up for success – Jesse gets to be an expert and reteach what he just learned; and Josephine gets to collaborate with a peer.
9. Invite them to learn by letting them teach
“I’m done. Now what?” At some point in your career as an educator, you will have a bright collection of sunshine filled faces at your desk asking you this question. There are a plethora of sponge activities and early finish games or enrichment drills that you may have on hand. However, what if you gave your students the opportunity to teach a new skill or short extension topic to their peers? How powerful is it to empower the students within your classroom to model their work to the class? It brings accountability up and creates an environment in the classroom where both students and teachers are valued thinkers.