| The Original Question School's back in session and this year I'd like to overcome some small problems I've had in the past. One problem cropping up already is the problem of teaching or showing something to the entire class as opposed to one student or group of four students at a time. I will explain, in what feels to me like excruciating detail, a particular activity to the entire class. I will ask for questions and get none. The students are then directed to get started. Hands go up. "I don't understand." Soon I have gone to every single individual student and explained, often in identical language, the task which I explained only minutes before. What can I do to improve "understanding" when I teach the whole class? I am exhausted after teaching 5 periods of 32 individual lessons! (Well, I am exaggerating, but it felt that way!) How Different Teachers Have Solved This Problem The one step of the 5-step lesson plan that you are missing is "Check for Understanding". Don't ask if there are any questions. Instead, ask questions - to individuals, not to the class. For example, at regular intervals in your instructions, ask a student a relevant question to see if he knows what is going on. If you get the correct answer, then the rest of the class is reinforced and you have an indication that some are paying attention. If you get an ‘I don't know’, then ask another student if they know the answer. Students do not want to appear dumb in front of the class. If you develop a pattern of randomly asking questions to specific students- they will be forced to pay more attention to you. This will take some time, but it is worth it. Watch out for students who blurt out the answer when they have not been selected! ~~~~~ The past two years I taught 7th grade pre-algebra and this year Algebra I (mostly 9th graders). I've found that you have to keep the students physically doing something with what your are presenting. Often I use practice worksheets along with a presentation. Once I present a concept or idea, we then work together on some examples. Also, the practice problems may not be exactly what you present, but a little different slant to make it interesting, or some type of brain teaser. I also agree with the teachers who keep calling on students. I try never to ask a student if they understand something; I figure out if they do by asking them questions. ~~~~~ If your are presenting, one simple question is to ask a student to tell you what you just said in their own words. I believe the best tip for teachers is to not depend on lectures. Figure out ways to have the students learn concepts by using manipulatives or doing projects. I've found my students learn and retain much better when I keep them active in the learning process. ~~~~~ Try this. Ask one representative from each team of 4 to meet you in the hallway and then make a big production of giving the instructions to them to take back to their teams. Then stick to the 3-before-me rule rigidly. (3-before-me = "I will not answer your question until you have asked the other 3 in your team. Then it becomes a team question.") |