Classroom Management: Rule #3
 How do you know if your students are getting what you are teaching? You should stop what you are doing and check to see if the students understand. Checking for understanding simply means stop teaching and use a formative assessment to get your students to say or do something with the info you just gave them.
Most teachers already check for understanding by asking the class a question and then select a student to answer or even let the fastest students answer out loud. Many teachers also walk around the room and check how students are doing on the assignment. There are many other techniques that can be utilized.
When asking the class a question, it is important not to let any students give the answer out load. Even having them raise their hand does not fully utilize this powerful tool. Once you ask a question, wait at least 5 seconds before calling on a student. Which student? You can pick one at random from a seating chart or use Popsicle sticks. The point is it is random. It gives every student a chance to answer and also holds them all accountable to think about the question. Once a student answers, let that student complete what they are saying. Even give them several seconds of silence after they speak. This will provide them a chance to go deeper or restate their answer in a different way. While this method does slow down your class, it keeps the students engaged. The Popsicle stick method works by writing down each student’s name on a Popsicle stick. Then pull out a stick from a jar and call on this student. If the student answers the question (even incorrectly), remove their stick from the jar. Your purpose is to encourage participation of all students, not just the 3-7 students who answer all the time. Several other engagement strategies include choral reading, question stems, and pair reading.
It is great when a teacher roams around the room, checking student’s progress and answering questions. But teachers can do so much more. Teachers should incorporate explicit direct instructions into each lesson. Explicit direct instruction is telling the student exactly what you want them to do. The instructions should be short and concise. Some examples include: students answering a question, drawing something, or copying down on their notebook what is written on the board. Then have the class all at once show you their work. The easiest method is for students to hold their papers up in the air. Then you walk by and quickly inspect their work. This lets the students know they are responsible for their work during your class at all points of time. This method of checking for understanding will definitely keep your students on task. It is recommended that you use explicit direct instructions several times during a lesson. Once you have mastered this method and your students become adept at this technique, you can ask more complex questions.
An alternate version of this teaching technique is to have small white boards at each desk. Each student writes his or her answer on it using dry erase markers. The main advantage with the white boards is that students can write larger. Once they have answered, they then hold the board in the air. Teachers can usually see all the responses from the front of the room and therefore progress the lesson faster. This technique is great for math or a calculation question in science. The disadvantages of using these white boards includes: cleaning the boards, a student may inadvertently use a permanent marker, and a student will not be able to keep his or her work since it will be erased.
A third version is to use index cards. Students can write A B C D and E onto 5 index cards. Students then answer A B C D or E by holding up that corresponding card. Index cards are very cheep, easily made, and provide the teacher with instant feedback. This method is great to see if your students are paying attention and to see if they understand the current concept being taught. The negative to index cards is that students can look at another student's card before raising their own card. Another draw back to index cards is they can only answer multiple choice questions.
A fourth version is to use Classroom Response Systems or Student Response Systems. Many people know these systems as clickers. A teacher can post a question and the students answer using a remote control clicker. A great feature of clickers is that a student’s data is stored on the computer and can be promptly retrieved to see if the student got the concept. Teachers can even perform tests using clickers. Clickers can be incorporated with PowerPoint for lectures, and graphs can be displayed showing how the class performed after each question. Most students like clickers since it gives instant feedback and they can relate with this technology. Even an iPod can be used as a clicker. Games can even be made using clickers: fastest finger, jeopardy, group contests, etc. The disadvantages of clickers include the cost, wear and tear of student usage, learning the software, and the type of questions that may be asked. Here is a list of clicker vendors in no particular order: Meridia, Fleetwood Reply, TurningPoint, Poll Everywhere, eInstruction, IML, Qwizdom, iClicker, and H-ITT.
* Disclaimer: Before implementing any ideas from this website, please first consult your principal and make sure they are in compliance with state laws, district and school procedures. |
10 Rules for Success
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Keep students on task.
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Use classroom procedures to create consistency.
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 Always check for understanding.
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Create a safe classroom environment using respect.
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Use classroom consequences to correct wrong student behavior.
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Use the tone of your voice and body language to communicate information.
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Academically challenge every student.
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How to easily get your students' attention.
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Use a classroom seating chart.
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Allow students to work collaboratively in groups to increase participation.
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