Exam Activities & Strategies PDF

**Exam** Activity \> describes organized behavior that the teacher and students engage in for a common purpose 11 Types of Activities 1. Opening and Closing the Period 2. Presenting New Content 3. Discussion 4. Checking Classwork or Homework 5. Recitation 6. Classwork 7. Independent...

**Exam** Activity \> describes organized behavior that the teacher and students engage in for a common purpose 11 Types of Activities 1. Opening and Closing the Period 2. Presenting New Content 3. Discussion 4. Checking Classwork or Homework 5. Recitation 6. Classwork 7. Independent 8. Work 9. Small-Group Work 10. Test Administration 11. Student Presentations and Demonstrations Sequences of Activities in High School: 1. Opening Routine 2. Checking 3. Content Development 4. Seatwork -- Groupwork -- Discussion 5. Closing 6. Advantages and Disadvantages +-----------------------+-----------------------+-----------------------+ | Kounin's Concepts for | | | | Managing Group | | | +=======================+=======================+=======================+ | Issue | Skill | Definition | +-----------------------+-----------------------+-----------------------+ | Preventing | Withitness | General awareness of | | | | the classroom | | Misbehavior | | | +-----------------------+-----------------------+-----------------------+ | | Overlapping | Attending in two or | | | | more events | +-----------------------+-----------------------+-----------------------+ | Managing | Momentum | Keeping lessons | | | | moving briskly | | Movement | | | +-----------------------+-----------------------+-----------------------+ | | Smoothness | Staying or track with | | | | the lesson | +-----------------------+-----------------------+-----------------------+ | Maintaining | Group Alerting | Taking action to | | | | engage the attention | | Group | | | | | | | | Focus | | | +-----------------------+-----------------------+-----------------------+ | | Encouraging | Communicating to | | | Accountability | students that their | | | | participation will be | | | | observed | +-----------------------+-----------------------+-----------------------+ | | Higer Participation | Using lessons that | | | | define behavior | +-----------------------+-----------------------+-----------------------+ Transition Problem ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Problem 1 Students talk loudly at the beginning of the period. The teacher is interrupted while checking attendance and the start of content activities is delayed Solution Establish a beginning-of-period routine with clear expectations for student behavior. Have a content activity ready for students to begin at once Problem 2 Students talk too much during transitions especially after a seatwork assignment has been given but they've begun working on it. Many students do not start their seatwork activity for several minutes Solution Make sure students know what the assignment is post it where they can see it easily. Start off with directed instruction then walk around the room checking their work Problem 3 Students stop working long before the end-of-period belt they engage in exercises talking and leave the room a mess Solution At end-of-period routine should be established. Students work until the teacher gives a signal then they clean up around their desks or work areas before being dismissed Problem 4 Whenever the teacher attempts to move students from one activity into another a number of students don't make the transition but continue working on the preceding activity. This delays the start of the next activity or results in confusion Solution Establish a routine. Give the class notice a few minutes before an activity is scheduled to end. When it ends students should put away materials from the first activity before getting out new materials for the second. The teacher should monitor the transition to make sure that all students complete it Problem 5 A few students always seem to be slowpokes during transitions delaying the rest of the class Solution Don't wait for slow students. Start and be sure to monitor to find out why those few students are having trouble. It may help to move closer to these students during the transition Strategies and Routines That Support Cooperative Learning: - Room Arrangement - Talk and Movement Procedures - Forming Groups - Group Attention Signals 6 Ways to Promote Interdependence Within the Group: 1. Variation in tasks give more students the opportunity to contribute to the final group product 2. Dividing responsibilities among students 3. Dividing the work among themselves 4. Drill Partners (this works if they are in groups of 2) 5. Teacher assigns role to ensure everyone has contributed 6. Group assignments can be given a group grade 9 Ways to Increase Individual Accountability: 1. Make sure each student is responsible for a good amount of work 2. Ask groups to turn in a list identifying each students' contribution 3. Use peer evaluation of group members' participation and contributions 4. Ask students to record observations in individual notebooks that you will collect at various times 5. Have students turn in individual work along with the group's product 6. Require students to keep a daily record of their own work in notebooks 7. Inform students that they should always be ready to explain their work (individually) 8. Have selected students report individually o their group work 9. Give students a quiz based on the group assignment Teaching Effective Group Work Skills -------------------------------------- ----------------------------------------------------- Social Skills Active listening -- Sharing -- Supporting Explaining Skills Convery understanding and meaning in academic tasks Leadership Skills Planning -- Demonstrating initiative -- Enthusiasm How can students develop listening skills? - Describing a problem -- assignment -- goal - Identifying steps to be accomplished - Summarize the work they have done or plan to do - Talk about their answers and describe how they obtained them How can students develop leadership skills? - Assigning roles - Give students the chance to demonstrate initiative and gain confidence - Identify various student leadership actions (planning steps) - Give positive feedback to those who engage 2 Effective Ways to Monitor Student Behavior During the Whole Class Activity: 1. Student involvement in learning activities 2. Student compliance with classroom rules and procedures Consistency \> always retaining the same expectations for appropriate behavior and for all student +-----------------------------------+-----------------------------------+ | Consistency | Inconsistency | +===================================+===================================+ | Applies to the use of | Leads to testing the teacher's | | | limits by not following the | | penalties | procedures | +-----------------------------------+-----------------------------------+ Prompt Management of Inappropriate Behavior: - High Degree of Withitness - Don't ignore off-task behavior - A calm approach tone is more productive - Build a positive climate 4 Ways to Manage Inappropriate Behavior: 1. Make eye contact with or move closer to student 2. Remind students of procedures 3. Redirect students who are off tasks 4. Ask or tell the student to stop the inappropriate behavior 6 Ways to Communicate Teacher Expectations / To Build a Positive Climate: 1. Identify appropriate instructional goals and discuss them students 2. Insist that students complete work satisfactorily 3. Refuse to accept excuses for poor work 4. Convey confidence in the students' ability to do well 5. Display an encouraging attitude that generates excitement 6. Avoid comparative evaluations Material Incentive \> include the awarding of objects of value to students School-Wide Positive Behavior Support \> establishing shared expectation for behavior across the school environment along with multiple levels of intervention Approaches That Encourage Appropriate Behavior: - Promote safe classroom and school environment - Establish clear expectations - Provide consistent support to students 3 Ways to Become an Effective Communicator -------------------------------------------- ------------------------------------------------------- Constructive Assertiveness Insisting that misbehavior be corrected Empathic Responding Listening to the student's perspective Problem Solving Working with the student to develop a plan for change Assertiveness \> the ability to stand up for one's legitimate rights in ways that help ensure that others will not ignore or circumvent them Constructive \> implies that the assertive teacher does no tear down or attack the student Elements of Constructive Assertiveness: - A clear statement of the problem or issue - Unambiguous body language - Insistence on appropriate behavior and resolution of the problem Assertiveness is NOT: - Hostile or aggressive - Argumentative - Inflexible - Timid or apathetic behavior 3 Elements of Assertiveness ---------------------------------- -------------------------------------------------------------------------- A clear statement of the problem Identify the behavior -- Describe its effects if they are not obvious Body Language Eye contact -- Facing the student but not too close Obtaining appropriate behavior Students may deny or start an argument -- Listen carefully to understand +-----------------------------------+-----------------------------------+ | 2 Components of Empathic | | | Responses | | +===================================+===================================+ | Listening | Accept the student's expression | | | of feelings or ideas and are | | Skills | intended to encourage the student | | | to continue discussing the | | | situation | +-----------------------------------+-----------------------------------+ | Processing | An extension of listening skills | | | that allow you to confirm or | | Skills | clarify your perception of the | | | student's message | +-----------------------------------+-----------------------------------+ 4 Approaches When Encountered with a Problem: 1. Ignore 2. Refer 3. Call 4. Apply 3 Steps for Problem Solving ----------------------------- --------------------------------------------------------- Identify the problem Address the situation and ask to hear the student's pov Select a solution Either you or the student can choose a solution Obtain a commitment Have a verbal or written contract to check commitment 4 Types of Problem Behavior ------------------------------------------------ ----------------------------------------------------------------------------------------------------------------------- Nonproblem Talking during transitions -- Daydreaming Minor Problem Students calling out or leaving seats without permission Major Problem but Limited in Scope and Effects Chronically off task -- Rarely complete assignments -- Frequently fail to follow class rules -- Refuse to do any work Escalating or Spreading Problem Many students roaming around -- Social talking -- Talking back and refusing to cooperate Goals for Managing Problem Behavior: (Aims to foster a conductive atmosphere for learning and personal growth) - Creating a safe and supportive learning environment - Encouraging active engagement in learning - Helping students develop self-regulation and responsibility for their actions - Minimizing disruptions to the educational process +-----------------------------------+-----------------------------------+ | 6 Management Strategies | | | | | | (Aims to create a positive and | | | productive learning atmosphere) | | +===================================+===================================+ | Establishing Clear Rules and | Define and communicate behavioral | | Strategies | expectations to create a | | | structured environment | +-----------------------------------+-----------------------------------+ | Building a Positive Relationship | Foster trust and respect between | | | teachers and students to enhance | | | cooperation | +-----------------------------------+-----------------------------------+ | Using | Implement a system of rewards to | | | encourage a positive behavior | | Reinforcement | | +-----------------------------------+-----------------------------------+ | Providing Situational Assistance | Offer help to students who are | | | off task to redirect their focus | +-----------------------------------+-----------------------------------+ | Monitoring and Adjusting | Regularly assess student | | Instruction | engagement and adapt teaching | | | methods as needed | +-----------------------------------+-----------------------------------+ | Involving Students in Decision | Engage students in setting rules | | Making | and procedures to increase their | | | commitment to the classroom | | | environment | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | 5 Simple Interventions | | | | | | (Aims to redirect students back | | | to appropriate behavior) | | +===================================+===================================+ | Provide Situational Assistance | Help students to keep them on | | | task | +-----------------------------------+-----------------------------------+ | Use Mild | Employ nonverbal and verbal | | | actions to correct off task | | Responses | behavior without being punitive | +-----------------------------------+-----------------------------------+ | Give Verbal Warnings | Use direct appeals or commands to | | | stop misbehavior | +-----------------------------------+-----------------------------------+ | Provide Choices | Allow students to choose how to | | | resolve their misbehavior | | | promoting a sense of ownership | +-----------------------------------+-----------------------------------+ | Ask Reflective Questions | Encourage students to think about | | | what they should be doing instead | | | of misbehaving | +-----------------------------------+-----------------------------------+ Nonverbal and Verbal Cues: - Serves to guide student behavior and maintain focus - Includes actions like making eye contact -- using hand signals - Verbal cues involve gentle reminders or questions that prompt students to refocus - "What should you be doing" - These cues help reinforce expectations and encourage appropriate behavior while minimizing disruptions Get the Activity Moving: - Refers to the strategies teachers use to initiate and maintain momentum in classroom activities - Involves starting lessons -- keep transitions between activities smooth -- ensuring that students remain engaged and focused throughout the lesson - Effective pacing and clear instruction help to minimize downtime and maintain student interest Refocus Group Attention ---------------------------------- --------------------------------------------------------------------------------------------------------------------------- Group Alerting Engaging all students by creating suspense before calling on someone to answer a question which keeps everyone attentive Maintaining Group Accountability Informing students that their performance will be observed encouraging them to stay engaged High Participation Formats Ensuring that all students are actively involved in the lesson such as having them manipulate materials or solve problems Redirecting the Behavior -------------------------- ----------------------------------------------------- Asking Questions "Can you explain what we just discussed" Engaging Activities Ask them to solve a problem or read a passage aloud Positive Reinforcement "I appreciate how focused you are on this task" Provided Needed Instruction ----------------------------- ------------------------------------------------------------- Scaffolding Breaking down complex tasks Modeling Demonstrating a task or concept Differentiation Tailoring instruction to meet the diverse needs of students +-----------------------------------+-----------------------------------+ | Give the Student a Choice | | +===================================+===================================+ | Task selection | Allowing students to choose | +-----------------------------------+-----------------------------------+ | Behavioral | "You can either return to your | | | seat and focus on your work or | | Options | move to a designated quiet are to | | | complete your assignment | +-----------------------------------+-----------------------------------+ | Group Work | Letting students decide which | | | peers they want to work with | +-----------------------------------+-----------------------------------+ Use an "I" Message --------------------------------------------------------------------------------------------------------------------------------- "When you talk during the lesson it distracts me and the other students and I feel frustrated because I want everyone to learn" Moderate Interventions ------------------------------------------ ----------------------------------------------------------------------------------------- Withhold a Privilege or Desired Activity Removing a privilege Disconnect / Reconnect Temporarily removing a student from a situation to calm down before rejoining the class Strategies That Aim to Promote Accountability and Encourage Students to Reflect on Themselves ----------------------------------------------------------------------------------------------- -------------------------------------------------------------------- Fine or Penalty Imposing a consequence that is directly related to the misbehavior Reflection Sheet Encourages students to think critically about their behavior Detention Keeping a student after class or school as a consequence Extensive Interventions -------------------------------------- -------------------------------------------------------------------------------------------------------------------- Problem Solving Conference Discussing the behavior issues Individual Contract with the student A formal agreement between the teacher and the student outlining specific behavioral expectations and consequences 5 Step Intervention Procedure ------------------------------- ---------------------------------------------------------------------------------- Step 1 Use a nonverbal signal to cue the student to stop Step 2 If continues ask the student to follow the rule Step 3 If continues give a choice of stopping or choosing to develop a plan Step 4 If still doesn't stop ask student to move to an area in the room to write a plan Step 5 If student refuses send to another location to complete plan Confer with a Parent --------------------------- ---------------------------------------------------------------------------------------------------- Initial Contact Send a note home or make a phone call to inform the parent about a specific behavior Parent Teacher Conference A more formal meeting can be arranged to share observations and discuss strategies with the parent +-----------------------------------+-----------------------------------+ | Use A Daily Behavior Report Card | | +===================================+===================================+ | Behavior | Each day the teachers rates the | | | student on these behaviors | | Tracking | providing a clear record of | | | performance | +-----------------------------------+-----------------------------------+ | Communication with Parents | At the end of the day the report | | | card can be sent home for parents | | | to review | +-----------------------------------+-----------------------------------+ | Goal Setting | Includes a space for setting | | | daily or weekly behavior goals | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | Refer the Student to the School | | | office | | +===================================+===================================+ | Serious | If the situation was too serious | | | refer them to the school office | | Misbehavior | to ensure safety | +-----------------------------------+-----------------------------------+ | Chronic Disruption | Students who consistently | | | disrupts multiple warning and | | | interventions will be referred to | | | the office to speak with someone | +-----------------------------------+-----------------------------------+ 3 Chronic Avoidance of Work: 1. Procrastination 2. Distraction 3. Excuses