1.
Get their
attention. Relate it
to them personally.
2.
Exaggerate. Be
dramatic. Be overdramatic.
3.
Translate
everything into kid language. Ask them to make up the definitions. Write down
their definitions.
a.
For example, When
I was using the IPICK acronym some of the kids did not know what the words: “purpose”,
“interest”, “comprehend”, and “know” meant. It’s important to translate this
into words they undertand before moving on.
4.
Write down what
you need to write down on your anchor chart ahead of time so you’re not wasting
time looking at the chart. You lose the kids’ attention during that time.
5.
While the
children are turning and talking to someone, listen to their conversations.
6.
Ask the children
to repeat what their partner said. This improves listening skills.
7.
Have the kids
rephrase the question you asked in their own words.
8.
Differentiate
for students who may not be able to read what you’re writing.
9.
Have an
extension activity prepared for children who work more quickly.
10.
Relate it to
the real world! When and how do we do this in real life?
11.
Get their
attention at the beginning of the lesson. Get their attention again in the
middle of the lesson. Keep their attention. Leave them with something concrete.
12.
Assessment. If
the students can’t write down the words they are thinking then they can tell me
the answer in their own words.
13.
Some students
struggle to understand the question that is being asked on the exit slip. They
don’t comprehend what is being asked. In this case, simplify the question.
State it another way.
14.
Review. Review
again.
15.
Have them apply
what they are learning.
16.
Students may
work in partners. This is interactive support.
17.
Give explicit
directions for how the children are expected to behave when they transition from one activity to another
and one place to another.
18.Circulate to make sure they are on the right track.
19.
Add physical
movement whenever possible.
20.
Smile. It
spreads joy.
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