- Mark off those instructors whose works seem not clear or difficult. Here is the case of how far-reaching this system has been in my classroom teaching. I will be distributing personal highlighters and it is natural for students to watch my personal highlighter as I read through the difficult text and pick up the parts I do not understand very well and focus on precise concepts. It is only expected that they pick their highlighter and join me in this. Additionally, I will be right beside those who have issues to talk about and offer advice, as we walk through colors in different sections to make clear what path to use.
- Chunk assignments. Chunking is not focusing on large pieces but looks at the small bits and studies them to achieve the learning goal. Sometimes the important part is the beginning, period of time, opening paragraph, the first two or three pages of a text, three vocabulary reads, or the first two steps of a long-division equation. Our rewrites sometimes go through these portions many times with the students coming out more confident to take the next steps. It’s a stupendous investigation that engages the new learning effortlessly.
- Construction of the joint summative assessment is another goal. It helps for better depth learning to put students’ input into the classroom. At the conclusion of a topic session, I would encourage students to state their thoughts on what they would constitute as an evaluation. Firstly, we’ve built in a sign-up sheet for the current practicum being done based on its popularity in the past.
- Roleplay. "Suggest an agenda for the meeting." In this role, I am just a keyboard and note taker. This is the best way to motivate students to start a new assignment if they see how associating writing to other things can help them. In the following, I tell the students they have so many good thoughts and ideas in their heads, maybe we can work together to sort of put some of these things on paper or in our Chromebooks.
- ?Map it out. We can build a timeline on which the students will get to identify the parts that we will be focusing on and those that we will be covering in the daily, weekly or monthly assignments. This timeline will be made colorful, symbolic and in the form of shapes that will later be used as the passage of time is marked off or completed.
- Make it relatable. We are also the best when the teaching styles allow us to emphasize our distinct and strong interests. Concepts can be grasped if examples are picked from sports, games, shopping, holidays, storytelling, movies or passionate things. When we are aware of students’ likes and see how the things they hear relate to their hobbies, we can link the learned with what feels comfortable and familiar to the kids.
