Intentional.

Intentional teaching moves witnessed today...

·      “Thank you for raising your hand and waiting patiently”—communicating expectations and providing feedback on appropriate classroom behavior.

·      “Make sure to stay on the same page as us, please.”—communicating expectations and redirecting.

·      Repeating student responses—elevating their language

·      Redirects misconceptions—might ask a question to guide thinking rather than pointing out that it’s a misconception and simply giving away the answer

·      If a student is not paying attention or not on task, Mr. D will calmly (without aggression) tap their paper to remind them of the problem/task they are completing.

·      Repetition, again—repetition

·      Slow down—don’t assume things are common knowledge

·      If there’s a word read aloud incorrectly by a student, Mr. D will ask “what does that say?” if he knows the student truly does know the word.

·      Always go back to the task at hand—remember what you’re teaching. Sounds simple but staying grounded is key.

·      If a student tries to interject and disrupt the class—it’s easy for him to ignore the action and the student—eventually they’ll stop and he hasn't wasted any teaching time. Also for his students, he says what they don’t need is micromanaging discipline.

·      Sometimes, since it is a small setting and there’s an implicit community of trust, Mr. D will call on student’s who do not have their hands raised. They do not feel called out yet glad to participate. Reminding students to participate is a real thing. If a student answers incorrectly, it’s no big deal to the other students and there’s no shame. It’s essential to have a community—and a community of trust and respect. It is a good way to also check for overall comprehension of the whole group. If someone has their hand raised, they obviously get it. We have to remember those who don’t, too.

·      If students are getting fidgety—give them the opportunity to move around; a change of environment can easily enhance engagement.

·      Having an anchor chart of “How to Have a Conversation” is key. The students need to come up and agree upon these elements as well. It is effective to have modeled and practiced productive talk/pair-and-share/whole class discussions prior. But at any needed time (and for any one student that might need it), the class can review the anchor chart. It doesn't call anyone out—but it reminds everyone. It gives the students a chance to self-monitor.

·      Even if there is a question being asked to the entire group, it is good to still provide wait time. Wait and see if you can get about ½ of the class’ hands raised—see if most all students take a stab at comprehending it.

·      Have students prove their thinking. Ask questions that have them explain their thinking and think using metacognition.