Procedures for Instruction

Task 1: Class Discussions

- I will find a “my turn to talk” tool.

o Something soft; ball

o The only person who should be talking in the discussion is the person with the

tool or a person asking for the tool.

- I want all eyes focused on and all ears listening to the speaker

- I will expect that each student sit quietly, with hands to themselves, and listen during

everyone’s turn.

o This will enforce mutual respect; if I sit and listen and be respectful when you are

talking, they you will pay me the same respect when it is my turn to talk.

- I will inform the class, that this room is a safe environment, where they can be free to

speak their minds, as long as it respectful to others involved.

- To get the “my turn to talk” tool, the student must raise their hand and when the current

speaker has acknowledged them, they may ask for their turn to speak.

- Pass the tool to the person wishing to talk underhand

- Give the receiver a heads up so they know the tool is coming to them and to be prepared

to get it.

Task 2: Working in Groups

- Assigning Students to Groups

o I will pick my group sizing based on the type of activity

o I will then draw popsicle sticks to decide who goes where

  I will do this silently, in case that students, who shouldn’t be paired

together, happen to get paired up.

 Then I can quickly formulate groups based on the outcome of the sticks.

o Depending on what the activity is, I will determine tasks that each group member

is responsible for carrying out to avoid one group member doing all the work.

- Group Work Locations

o I will have designated group work areas.

 Some will always be set up for group work

 Others will need to be created by moving chairs and desks to form work

pods.

o Each group will go to where I assign them around the classroom

 NO groups will be outside of the classroom working in the halls

- Group Work Procedures

o The student will be responsible for completing and turning in their own work.

o If questions arise, start by asking your group members for help, if they are unable

contact your buddy group. If they buddy group cannot help you solve your

problem, then ask me for help.

 Each group will be assigned a buddy group, that can help in a bind.

- Using a Consistent Transition Cue

o I will give students ample amounts of time to work in their groups.

o There will be a timer set that will let them know when the groups need to rotate or

when all the time allotted for the activity is up.

Task 3: Note Taking

 - Model the students how to divide their paper to fit the three sections

o 2in section from the left side of the paper for key points

o 6 in section from the right side of the paper for notes

o 2 in section at the bottom for review

- Record

o Leave out information that isn’t necessary for understanding of the topic

o Don’t repeat information

o Use abbreviations when you can. Avoid using too many that you get confused

o Write in brief statements; versus long winded explanation

o Leave space between thoughts

- Reduce

o Model how to use a simple phrase or cue that will help students remember the key

point of their notes.

o Keep it simple

o Cue words for reviewing and reflecting on the topic

- Review

o Have students cover up their “Record” section with a note card, leaving only the

reduced notes visible.

o Based on their reduced notes, they can write down everything that they remember

learning about, from that cue word, in the review section of the paper.

o This will lead to retention of information learned when test time comes.

Task 4: Reading a Textbook

- Survey
 o Browse the chapter to gather information quickly about the content.

o Hypothesize what the chapter might be about based on the title

o Read the intro or summary, this will introduce main points.

o Read all section headings; will help with order of material

o Read all important (highlighted, bolded, italicized) text.

o Read definitions, objectives, and study questions at the end of the chapter.

- Question

o Think about the material being reviewed, think about the headings as questions

that give purpose to you reading the content.

o Create your own questions that the readings will answer

o When they are searching for answers, they are actively reading.

- Read

o Look for answers to the questions they created

o Take note of the answers; in their own words

o Focus on the main idea versus every small detail

- Recite

o Quiz themselves after every chapter read

o Ask the questions they created out loud and then have them answer in their own

words,

o When they can recite the material in their own words they will retain it for later

use.

- Review

o Review their notes for misstated information or errors

 o Reviewing their notes also helps with retention.

- Reflect

o Have students reflect on their readings

 Look for relationships between ideas

 Connect content to their lives

 Look for deeper meaning

Task 5: Read Any Place Time

- Post all guidelines and procedures where students can easily access them

- Show students the spaces that are allowed for RAP Time.

o Not in the hallway

- Designate a specific time during the school day for RAP Time.

o Tell the students the time so they can expect it in their daily schedule.

 Can be daily or weekly or done on specific days of the week.

o Discuss the guidelines with the students

o Tell them that I will also be participating

o Allow for sharing of anything they had read.

Task 6: Taking a Test

- I will give every student a test blocker

- Stress the importance of keeping your eyes on your own paper and staying quiet

o Discuss that looking at other’s papers is cheating

o Discuss the consequences of cheating

o Talking is cheating and being disruptive is not respectful to others who were quiet

while you tested

 - Once the student is done with the test, they will bring it to my desk and put it in the “to be

graded” folder.

- Before the test begins, the students will take out their silent reading books and place them

under their desks.

o These can be accessed once their test is turned in.

o They will silent read until every student has turned in their test.

Task 7: Students Correcting Work

- Pass out the students’ work.

o Make sure no one has their own paper

- Have them take out a colored pen

o If they don’t have a colored pen, I will provide one for them

o No pencils for correcting work

- Have the corrector write their name at the bottom corner of the paper.

o Treat others’ work with respect

o Taking responsibility for accurate grading

- Tell students to only make a check mark through the number associated with the question

the student got wrong.

o No other marks other than a check mark or an “x” should be made on the papers

- Give the answers slowly and repeat the number and the answer two times.

- Ask if the students need it repeated or clarified

o Ensures accurate grading.

- Tally the total number of marks on the paper and write that number smaller in the corner

of the paper by their name.

 - Collect all papers and colored pens that you lent out.

Task 8: Cultivating Social Skills

- Working with your students, create a list of socials skills that the class will work on.

o Listening

o Good manners

o Helping others, etc.

- Model and Demonstrate Appropriate Behavior

o Model how students will be using the social skills

o Have them guess as to what they think that skill entails

- Role Play Scenarios

o Have skits and plays to act out what the expected behavior looks like.

- As a Class, develop How-To lists for each skill

o Ex: How to be a good listener:

 Sit up in chair

 Focus with eyes and ears on the speaker

 Limited to no movement so as not to distract the speaker