Conversation with Merlin [email protected] · Wed Nov 29 2023

You are a helpful friendly coach who is an expert in Driscoll’s Reflective Process. You will use this process (What? So what? Now what?) to help Beginning Lecturers reflect on their recent learning and practice of developing lesson plans. Introduce yourself. Explain that you are here as their coach to help them reflect on their learning. Think step by step and wait for the Beginning Lecturer to answer before doing anything else. Reflect on each step of the conversation and then decide what to do next. Ask only 1 question at a time. 1. Ask the Beginning Lecturer to think about 1 key concept or skill which they have learnt today. Wait for a response. Do not proceed until you get a response because you will need to adapt your next question based on the Beginning Lecturer’s response. 2. Then ask the Beginning Lecturer: Reflect on the key concept or skill. Why is this key concept or skill important for them as Beginning Lecturers? How confident are they on a scale of 1 (not confident) – 10 (very confident) to apply the concepts or skills when they are back in the College? What new insights did they gain? Do not proceed until you get a response. Do not share your plan with the Beginning Lecturers. Always wait for a response but do not tell Beginning Lecturers you are waiting for a response. Ask open-ended questions but only ask them one at a time. Push Beginning Lecturers to give you extensive responses articulating key ideas. Ask follow-up questions. For instance, if a Beginning Lecturer says they gained a new understanding of Gagne’s 9 events or cooperative learning methods, ask them to explain their old and new understanding. Ask them what led to their new insight. These questions prompt a deeper reflection. Push for specific examples. For example, if the Beginning Lecturer says their view has changed about how to structure a lesson plan, ask them to provide a concrete example from their experience in the learning that illustrates the change. Specific examples anchor reflections in real learning moments. Discuss obstacles or dissonance. Ask the Beginning Lecturer to consider what difficulties or doubts they still face in applying the concept or skill. Discuss strategies for overcoming these difficulties. This helps turn reflections into goal setting. Wrap up the conversation by praising reflective thinking. Let the Beginning Lecturer know when their reflections are especially thoughtful or demonstrate progress. Let the Beginning Lecturer know if their reflections reveal a change or growth in thinking. Repeat the process for another 2 key concept or skill which they have learnt today.

Ask the Beginning Lecturer to think about a 2nd key concept or skill which they have learnt today. Wait for a response. Do not proceed until you get a response because you will need to adapt your next question based on the Beginning Lecturer’s response. 3. Then ask the Beginning Lecturer: Reflect on the 2nd key concept or skill. Why is this key concept or skill important for them as Beginning Lecturers? How confident are they on a scale of 1 (not confident) – 10 (very confident) to apply the concepts or skills when they are back in the College? What new insights did they gain? Do not proceed until you get a response. Do not share your plan with the Beginning Lecturers. Always wait for a response but do not tell Beginning Lecturers

IntroductionDriscoll Reflective Model is the framework of reflection that has been developed into structured process for guiding reflection. As stated by Adeani et al. (2020), this Driscoll Reflective Model is conducted on the basis of 3 stem questions like What, So What and Now What. Driscoll has connected 3 stem questions to stages regarding experiencing learning cycle as well as them helps triggering questions. The 1st step is What that discusses describing the experiences that will be reflecting on, exact happening, exact doing, involvement of individual, and it is the good/ bad or combination of both the experiences. So, the 1st step is about describing circumstances of assessed experiences and activities. According to the opinion of deBraga et al. (2019), in the 2nd step, it is about So What. It is related to structured reflection followed by feeling at specific moment, way of reaction, reaction behind reaction, experiencing conflicts with personal values, influence of past situations during a situation and way of reaction. The 2nd step is about interpreting and evaluating description to 1st question. As mentioned by Driscoll et al. (2020), the 3rd step is about what have been learnt from the reflection on a specific situation, way of preventing negative outcomes, way of better preparation, what has gone wrong and things to focus on for present situation. In this model, it has discussed about the change through the reflection that has been strongly emphasized upon. The 3rd step is about skilled acquired has to stay interdisciplinary and application to it in the education for future as well. Figure 1: Driscoll Reflective Model (Source: Driscoll et al. 2020) Use Of Driscoll Reflective ModelThe reflective models are used across diverse disciplines in which, abilities of the individual help impacting on the performances and task completion that is not used in simple process of standardization. As per the opinion of Fairfield et al. (2019), it is applied to diverse situations and examples of disciplines utilize reflective learning model that is limited to education. According to essay typer reflective process helps accelerating learning process as well as supplementing the personal experiences. The model has been developed with keeping in mind the practical situations. It is used in medical and clinical settings. The nursing practice utilizes Driscoll Model of Reflection. The nursing practice is one of the important areas that utilize reflective learning. According to the outlook of Luke et al. (2021), the nursing has been multiple aspect that provide wide range of situations that requires subjective judgement. The nurse helps gaining experience of medical situations and that facilitates diverse needs of patients. As the nurse helps gaining more experience and medical situations, it is more likely in providing efficient practitioner. It helps the individuals in effective engagement and exploration of the experiences that helps in leading to new appreciation and understanding. The Driscoll Reflective model used helps in direct mentoring and supporting for enhancing the process of learning (ODriscoll et al. 2020).Driscoll Reflective Model : Consequences Of Reflective Working MethodIt helps in elaborating on the theory and that helps in providing consequences as well as conditions pertinent to reflective practice. As per the opinion of Snowdon (2018), it has been forcing practitioners for facing incongruities as well as awkwardness. The reflection helps in providing and critical reflection is done in practice. The examples pertinent to use of reflective employees mainly from the nursing sectors are improvement of group instead regarding competiting with the traditional knowledge forms about things to be specified. It helps generating practice-based knowledge on the basis of real practice. As per the outlook of Adeani et al. (2020), it also helps valuing the conduct of the colleagues and that reflective employees in terms of prac

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OverviewDriscoll gave the model of reflection in 1994 as a framework to guide self-reflection among individuals regarding some event or happenings. The model was developed on a basis of the Borton model of reflection which focuses on three questions (Gladd, 2021). What? So what? and Now what? These three questions help to reflect on an event or situation but do you know that answering these questions can be ambiguous at times? Yes, this is a reason that Driscoll developed a new reflective model by matching it to the experiential learning cycle. Driscoll's model of reflection also provided additional guidance regarding what should be reported at each stage of reflection.Three stages of Driscolls model of reflectionStage 1: What stageThe first stage in this reflection is What stage? which considers describing a whole situation by answering a few questions which are listed as follows-What happened?In this stage, you will focus on the background information highlighting instances of the event you are reflecting upon. What did you observe?In this, you will focus on the additional information that you noticed throughout the occurrence of the event. What were the actions taken?In this, you will highlight the major actions taken by you and the other people involved in the situation. How did you react?While answering this question, you will focus on the reactions given by you throughout the event occurrence.How did others react?In this, you will highlight the various ways in which others involved in the situation reacted. What were the most surprising elements in the occurrence of the event?In this, you will highlight the aspects of the event that gave you a feeling of shock or surprise. Stage 2: So whatThe second stage of this reflection is So what? which aims to promote understanding of the event by triggering reflection on the feelings of individuals regarding the event. The few questions that are answered at this stage include-How did you feel during the occurrence?In this, you will focus on underlining the feelings you had during the event you are reflecting upon. How do you feel regarding the event at this moment?While answering this question, you will highlight the feelings you are having about the event at this moment. Do you feel different regarding the situation and why?In this, you will highlight the difference in feelings during and after the occurrence of the event. What were the positive aspects of this event?In this, you will focus on all the positive things that happened during the event. What were the negative aspects?After highlighting the positive aspects, you will also focus on the negative aspects of the event. What were others feeling? While answering this question, you will highlight the feelings of other people involved in the situation. Were your experiences different from others?In this, you will highlight the fact whether your experience was different from others or not.Stage 3: Now whatThe third stage of this reflection is Now what? where an action plan for dealing with the same situations in the future is developed. This stage includes the impact of an event on individuals and self-awareness about how and why individuals acted in a certain way. The few questions which can be answered at this stage include-What was the impact of the event on you?In this, before creating an action plan, you have to focus on the impact of the event on you. What improvements can be made to alter the outcome?While answering this, you will highlight the ways in which you can improve and make the outcome better for future situations. What actions can be taken next time while dealing with the same situation?In this, you will list out one or two actions that you will take if the future situations occur again. What information will be needed to deal with the same situation?In this, you will answer what information which can be theoretical or practical is needed in order to react or attain the SMART nursing goals for similar situation

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Driscoll's reflection model integrated with Kolb's learning cycle, starts from concrete experience (feeling), WHAT? describe the event, to reflective observation (watching), SO WHAT? analyze the event, to abstract conceptualization (thinking), NOW WHAT? proposed actions, to active experimentation (doing).

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I am not confidence to apply the concepts and skills, i will rate 3 out 10.

Understood. The next step would be for you to reflect on the key concept or skill. What new insights or perspectives did you gain? Why do you think this particular concept or skill is important for you as a beginning lecturer?

A confident teacher would have a positive impact on his or her students achievement, attitude, affective and even socio-emotional growth. To improve the schooling experience of low progress learners, enhancing teachers beliefs in their teaching competence may be a viable approach. Teacher efficacy is one of the few characteristics that can reliably predict students learning outcomes. Teachers beliefs in their teaching capabilities could affect how they perceive, approach and teach their students. To helplow progress (LP)students whoarenot doing well in schools, one way would be to look at their teachers efficacy and what can be done to make the teachers feel more confident about their teaching capability. NIEResearch Scientist Dr Josh Wang and his colleagues did classroom observations of teachers who taught LP students and interviewed teachers with high and low efficacy in teaching LP students. Josh Wang and Natalie Lim believe that a teachers efficacy affects the learning experience for low progress learners in schools. Teacher Efficacy Why is it so important for LP students to be taught by teachers who feel confident about their teaching capability? Researchers who studied LP students found that they have a very specific set of cognitive and psychological needs. From our data, it seems that the high efficacy (HE) teachers understand the LP students better. They knew more about their psychological and cognitive needs, says Josh. Our findings also reveal that the HE teachers were more capable of employing effective strategies in giving instructions, engaging LP students and managing their classrooms than the low-efficacy (LE) teachers. For example, Josh observed that the HE teachers were more capable of employing a variety of strategies to retain attention of LP students in classes. For LE teachers, fewer strategies were used and students engagement was observed to be lower. For the HE teachers, you could see the difference is that the majority of the class listened to them, and the students were interacting with a higher level of engagement, he says. For LE teachers, the teachers tended to focus only on students who were motivated to learn. Psychological Sources of Teacher Efficacy How did teachers with a higher sense of efficacy develop it? Can other teachers achieve it too? Josh shares that the researchliterature has identified four main psychological sources of efficacy information associated with teacher efficacy. Verbal Persuasion Receiving positive feedback can affect ones thinking and behaviour positively. Likewise, receiving negative feedback can cause negative effects on ones beliefs and practice. Words can affect ones behaviour, Josh says. If people around you keep telling you that you are doing a good job, it might make you believe that you can really do a good job! Mastery Experiences Your experiences of successes or failures in the past will affect your perceptions of your own ability, says Josh. This would in turn shape teachers beliefs about their teaching capability. Lets say if your previous batch of students did really well in exams, you might feel that you are able to help students in the future in the similar manner. But if your experiences werent very successful, then these experiences might make you feel that you dont have the ability to help your students, says Josh. Vicarious Experience A teacher who observes other teachers tends to reflect on his or her teaching ability. If you see someone who has very similar training background or teaching experience as you do, and doing a good job in the classroom, Josh notes, it might make you believe that maybe you can do so too. However, seeing someone with a similar background and who isstruggling in the classroom will make one think that he or she may not be able to perform well. Physiological and Emotional Arousal How a teacher feels when standing in front of the classroom and facing his or her students would affect his or her perception of teaching capabili

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Houston Kraft & Jenni Donohoo Houston Kraft is a speaker and kindness advocate who has spoken at over 700 schools or events internationally. Jenni Donohoo works in school divisions across North America supporting high-quality professional learning designed to improve outcomes for all students, and is the Director of the Jenni Donohoo Center for Collective Efficacy. Efficacious: adjective Successful in producing a desired or intended result; effective.Not only is it an excellent word, it is the ultimate aim of the educational process; after all the curricula, coursework, and pedagogy, we hope schools are effective at teaching young people to be successful in their lives.And heres what we know: A students success is heavily reliant on a teachers belief that they can help students be successful.The level of confidence teachers have in their ability to guide students to success (known as teacher efficacy) has been highlighted for decades as an important influence on student outcomes. The greater a teachers sense of efficacy, the more likely it is that their students will achieve. This is because efficacy beliefs impact a teachers ability to cope with stress, the effort they put forth in their daily work, and the types of goals they set. A greater sense of efficacy leads to resilience and persistence on the part of educators (and education is an act of relentless persistence). Albert Bandura, one of the most influential educational psychologists of our time, noted that this core belief is the foundation of human inspiration, motivation, and well-being.In a time when student and adult well-being are more precarious than ever, it would make sense that a thoughtful approach to building efficacy is essential to a schools success. The emotional challenges and turmoil of the past few years make this work more than a nice-to-have but, rather, a must-have. If we are going to support young people (and the adults teaching them) in withstanding the real challenges of an increasingly complicated world, then we must support a collective belief in our ability to understand and regulate our emotions through the storms. The importance of emotional self-efficacy has been more recently highlighted in the literature. High emotional efficacy aids individuals in regulating their emotions accordinglyeven when faced with emotions that are challenging.When we do this work well, we not only impact academic performance but also increase prosocial behaviors. To put it differently, an emotionally intelligent campus becomes a kind campus. And a kind campus is a higher-performing campus.Bandura et al. (2003) found that the way you feel about your ability to control your emotions (emotional self-efficacy) has an important influence on how you behave in caring and kind ways toward others (prosocial behavior). It affects both how confident you feel in your scholastic abilities (academic self-efficacy) and how well you understand and respond to other peoples emotions (empathic self-efficacy). This belief in your emotional abilities indirectly influences your prosocial behavior by first impacting your academic and empathic abilities, rather than directly affecting your kindness towardothers. But the end result is the same: a school where people are more likely to feel like they belong and have increased mental health and well-being because of it.So how do we build emotional self-efficacy? We must first teach people to know the language of feelings.In surveys taken by 7,000 people over five years, Bren Brown and her team found that, on average, people can identify only three emotions as they are actually feeling them: happiness, sadness and anger.One of the most research-backed approaches to emotion regulation is the practice of Name it to Tame It, which is to be able to label a feeling in order to distance yourself from it and recognize it for what it is: a temporary emotional experience. Our ability to respond to challenging or big emotions is reasonably contingen

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Its common for new teachers to doubt themselves, to feel like their best isnt good enough, and to wonder if theyre cut out for the profession. And confidence matters. In fact, research indicates that teacher self-confidence can have a greater impact on student achievement than student-teacher relationships, home environment, or parental involvement. So much of why teachers lack confidence, however, is the result of what they say to themselves.Three subtle shifts in mindset can add up to a huge impact in how new teachers approach their classrooms and become models for their students as learners.What You Can Do1. Think of yourself as a learner (who is therefore not perfect). This allows you to release unrealistic expectations of yourself and in turn become a model for your students as they take risks in their learning. I hate to state the glaringly obvious, but the reason you dont feel like you know everything as a new teacher is because you dont. Youre a new teacher. That means youre a beginnerjust like your students.And heres the other obvious thing that you may forget when youre placing unrealistic expectations on yourself: Everyone else knows youre a new teacher, too. You may spend a lot of time worrying that administrators will think you dont know what youre doing, but they didnt just step into the education game yesterday. They know its your first year, and theyve been where you are. They dont expect you to be perfect. They do expect you to do your best, however, and to continue to learn. Thats why they hired youthey saw great potential in you.So, rather than expecting yourself to improve in all areas at once, do for yourself what you are so good at doing for your students: Choose one skill area to work on at a time, and give yourself the grace and space and permission to fail forward as you improvejust as you ask students to do.2. Become more aware of your thinking.Lack of self-confidence is often directly tied to what we say to ourselves when things dont go as we want them to. To apply the basic premise ofThe Life Coach Schoolto teaching, our thoughts about the events in our classrooms (especially when they dont go well) contribute to our feelings about teaching. This, then, impacts how we react, which determines our results.Heres how this looks in action: Imagine you have an observation lesson and one of your students acts out. The thought you might have is Im so embarrassed. My classroom management is horrible. When will I ever figure this out? I should just give up. How are you going to feel as a result of those thoughts? Hopeless? Lost? Depressed? As a result, you may put in less and less effort and maybe even start considering that bartending job instead of teaching.But what if you instead say to yourself, Hmm hes sure having a tough day. I wonder whats going on. When you choose to think about whats going on for the student (instead of what you might be doing right or wrong), your subsequent feeling about the situation will be one of compassion and curiosity. You might take the student aside after the lesson and ask some questions to find out how you can help. The result? Your student feels seen and cared for, and you get to experience that incredible feeling that comes from knowing youre supporting your students.The one thing that changed in that cascade of experiences was the thinking. Its powerful. It matters. I encourage you to start paying careful attention to what you say to yourself when things dont go well in your classroom and work on consistently shifting those thoughts to more compassionate, positive responses.3. Accept constructive criticism for what it is. Dont make it mean something negative about yourself. It takes time to become an expert at anything (Malcolm Gladwellsuggested 10,000 hours), and you cant become an expert without constructive criticism. Confidence is a by-product of learning how to do something well, from overcoming obstacles to learning to trust that you have what it takes to get to

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how can i make the lessons more interesting and management well?

There are many teaching strategies that you can implement to keep your lessons interesting and manageable. Let's take a look at ten effective practices that you can use in your classroom.

  1. Model as you teach: When introducing a new subject to your class, it is helpful to include a demonstration. Visual learners may require more than just hearing the information to fully understand it. For example, when teaching math, it may be necessary to display your work on the board for clarity. The more examples you provide, the better students will understand the material.
  2. Use technology: Incorporate technology into your classroom activities. It can help to engage students and keep them motivated. For example, you can use online quizzes to test their knowledge and understanding the material.
  3. Encourage collaboration: Allow your students to work together in small groups during class activities. This can help to build their communication skills and foster creativity.
  4. Incorporate real-world examples: Bring current events or real-world examples into the classroom to make the material more relevant and engaging.
  5. Provide feedback: Provide regular feedback to your students. This will help them to understand their strengths and weaknesses and to improve their learning.
  6. Use interactive activities: Use interactive activities such as debates, discussions, and group projects to engage your students and keep them motivated.
  7. Allow for choice: Give students the option to choose how they do their assignments or how they participate in class. This can help to make learning more interesting and can help to keep them engaged.
  8. Use storytelling: Use stories to help students better understand complex concepts. It can make the material more interesting and easier to remember.
  9. Adapt to different learning styles: Recognize that your students have different learning styles and adjust your teaching methods to accommodate them. For example, if a student learns best by hands-on activities, you can incorporate more hands-on activities into your lesson plan.
  10. Encourage reflection: Encourage your students to reflect on their learning after class. This can help them to better understand the material and make improvements in their learning.

By incorporating these effective teaching practices into your classroom activities, you can help to keep your students engaged and motivated, and improve their learning process.

Many teaching strategies work for any classroom, no matter what the age of the students or the subject. When a teacher implements a combination of effective teaching strategies, their students have more opportunities to perform better in class. There are many different approaches you can use in your classroom. Which ones will work best depends on your and your students preferences, as well as your schedule. Lets take a look at some of the best strategies you can employ. 10 effective teaching practices you can use right now Photo: Google Edu 1. Model as you teach When presenting a new subject to your class, it helps to include a demonstration. While some students will be able to grasp a new concept by hearing the information alone, others particularly visual learners will need to see it. In certain classes, this is practically required. For example, when youre teaching a math unit, youll usually need to display your work on the board, or else your students will be completely lost. This is how the class can follow along with better comprehension. Some students will need to see more than one example to get a good understanding. Make sure that you include several different demonstrations for each new unit, as repetition is a big part of committing new ideas to memory. Youll see a big difference in visual students test scores when you implement this method. 2. Make mistakes Teachers are the ultimate resource for students when it comes to learning. When you are presenting your lesson plans, you usually show the right way to do things. This is a great way to introduce a concept, but you also want to solicit a more in-depth understanding. A great way to do this is to make intentional mistakes and ask the class to fix them. If youre an English teacher, you can write an excerpt on the board and riddle it with grammar mistakes. Instruct your students to identify these mistakes and rewrite the passage correctly. This method requires kids to apply the knowledge theyve gained in class. It also gives you a chance to evaluate how well each student comprehends the subject. Once everyone has completed the assignment, you can review it as a class. Show each student how the passage should be written and address any questions that may arise. 3. Work as a team Splitting the class up into different teams to complete an assignment is a teaching strategy that works wonders, especially at age groups where students insist on always working with their tight-knit circle of friends. Group assignments encourage teamwork and help your class to succeed. For instance, in science, you can split the class into small groups for lab-based assignments and give each person a certain job to complete. You might have one person perform the experiment, another write notes, and someone else read instructions, for example. Make sure to pair children who need extra support with those who have a better understanding of the material. This way, those who are stronger in the subject can share their knowledge to help their peers understand it better. All in all, group work is a fun and interactive way to teach a lesson. 4. Encourage learning from experience The best lessons often happen outside of the classroom. Getting out into the real world offers a new perspective for children and can help them gain a more profound understanding of what goes on in the classroom. Studying the different types of fish in a local pond is an excellent example of learning from experience. You would start in class, going over the different species and how each animal contributes to the environment around it. Once youve completed the lesson, take the class to the local pond. Have them search for the different animals you discussed in class. After locating each animal, they will be able to observe the roles discussed earlier in class. Field trips like this offer valuable, real-world experiences to students. Theyll gain confidence and motivation in class since they will be able to see that everyth

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As an educator, a primary goal is to keep your students engaged. This, however, can be challenging due to the sheer amount of distractions students face combined with the swath of material that must be covered. It can be tough to hone in on what exactly you can do to keep students engaged, motivated, and on course to meet both their own and your objectives. Why is engagement important?Simply put, an increased level of engagement will lead to great student learning, and improve the learning process. Those students who actively engage with their teachers, subject matter, and lessons, will improve their understanding and appreciation of the topics.Educators are highly likely to see improved concentration levels and greater student interest after implementing engagement strategies. To help you raise the level of engagement we have put together a series of best practices that aim to enthrall students and improve retention levels. This goes for kids in K-12 and young adults in higher education.So lets get started and see what you can do to promote student engagement.See how Mentimeter can improve the learning experienceSo lets get started!How to engage studentsStart with a warm-upSee smartphones and tech as toolsRegularly test studentsUse self-paced workBrainstormingArrange group discussionsRun reflectionsMake students part of the processGet creative1. Start with a warm-upNo matter what time of the day it happens to be (though we all know mornings are the toughest), jumping right into a lesson or lecture is rarely easy. Students take time to settle in and focus on what is going on. Kicking off with a warm-up activity can help to get everyone engaged and focused from the very start.Icebreakers of any kind can be the perfect way of doing this as they are time efficient while also offering you the opportunity to ask any type of question. For more ideas and inspiration on what icebreakers to ask, we have a wide array of some of our favorites. 2. See technology as a tool, not as a distractionTechnology can be a nightmare for educators if its not leveraged in the right way. If you find that smartphones are distracting your students, maybe its time to incorporate them as part of your lesson plan.Technology is a key component in education and it will only become more ingrained in the culture of education as advancements in EdTech and other related software continue. Making apps, software, and online tools a part of both your classes and lectures, as well as a resource for students to access will not only help to improve their in-class experience but also their ability to study after the fact.3. Regularly test studentsNo, dont worry we are not saying you need to set a midterm-style paper every other week. What we are suggesting is more quick-hitter assessment quizzes.Not just asking students more than if they understand what is going on, but actively quizzing them to see if they have been paying attention and they are retaining the information.Knowledge tests dont have to be boring or stressful for your students. Instead of a paper and pen and test, try using an interactive way of quizzing students that will be quick and easy to set up and run.4. Promote self-assessment and self-paced learningEngage your students through self-assessment activities such as formative assessments. Teachers and lecturers dont need to be the only people to provide students with feedback, they can also assess their abilities.Likewise, self-paced learning can be a way to help remove a common point of frustration for many students; time. Trying to understand complex topics or remembering a series of facts and figures can become incredibly irritating when asked to do so in a certain amount of time.Fewer frustrated students mean a more engaged and enthusiastic audience.5. Brainstorm togetherBrainstorming will help students to think creatively and collaborate with their peers. Asking them to come up with their ideas and thoughts on a subject can be a good way to check

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Have you ever been in the middle of teaching a class, glanced at your students, and caught them staring into space? Just when you think you've created the perfect lesson plan or engaging activity, you may find that your students are unfocused and out to lunch. Yet it's essential that you find ways to keep your classes interesting so your students can absorb and retain the information that you present. For decades, educators have been trying new teaching strategies to keep their students on their toes and get them excited about learning. Although some strategies have failed, others have been found to be quite effective. Explore 10 teacher-tested ways to keep your class interesting so your students will stay engaged all the time. 1. Incorporate Mystery Into Your Lessons Learning may be the most fun for your students when they don't know what to expect. Try to incorporate a sense of surprise and mystery into your lessons. When you're about to unveil a new lesson, give students a new clue each day up until the last day before the start of the lesson. This is a fun way to make your lesson mysterious, and you may find that your students are actually looking forward to finding out what they'll be learning about next. 2. Don't Repeat Classroom Material It's appropriate and essential to review classroom material, but try not to repeat it verbatim because this can make it less interesting for students. The next time you need to review material, try playing a review game during which you present the information in a way that's different from the first time you taught the students. The 3-2-1 strategy is a fun way to review and not repeat material. For this activity, students draw a pyramid in their notebooks and write down three things they learned, two things they thought were interesting, and one question they still have. 3. Create Classroom Games Whether you're 5 or 25, playing a game can be fun. Games are also a great way to keep lessons interesting. If your students need to remember their spelling words, conduct a spelling beea contest in which participants are eliminated when they misspell a word. Or if the students need to practice math, have a math bee, which is similar to a spelling bee, but with math problems or facts instead of spelling words. Games make learning fun, and games in class are a prescription for happy kids. 4. Give Your Students Choices One strategy that teachers have found to be effective is offering their students the ability to make their own choices when it comes to learning. Choice can be a powerful motivator because it helps to foster student interest and independence. The next time you're planning an activity, try making a choice board. Print out a tic-tac-toe board and write down nine different tasks for students to complete. The goal is for each student to choose three tasks in a row. 5. Use Technology Technology is a great way to keep your lessons interesting. Children love electronics, so try incorporating it into your overall teaching strategy. Instead of standing in front of the room and lecturing, try using a Smartboard interactive display. Expand your cooperative learning activity lessons by connecting to a classroom in another city or country via videoconferencing. Use technology in a variety of ways, and you'll see the interest level in your classroom increase by leaps and bounds. 6. Don't Take Teaching so Seriously Being an effective teacher is an important job, but that doesn't mean that you have to remain serious in class at all times. Try to loosen up a bit and acknowledge that your students may have different interests and learning styles than your own. It's OK to laugh at yourself at times and to have some fun. You may find that your students are more interested when you're a little more relaxed. 7. Make Your Lessons Interactive In a traditional classroom, the teacher stands in front of the room and lectures to the students as the students listen and take notes. Unfortunately, this is not t

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thank you! i will follow your advise.

No problem! Do you have any other questions or concerns?

What are the teaching and learning strategies?Teaching strategies are the techniques and methods that a teacher applies to support student learning. A teacher selects the teaching strategy most suited to the current level of knowledge of the students, the concept being studied, and the stage in the learning journey of the students.A learning strategy is a learner's way to organize and use a specific range of skills to learn curriculum content or complete other tasks more efficiently and effectively in a classroom setting as well as in non-academic settings.An effective teacher applies the most innovative and creative teaching methods to teach academic concepts and meet the individual needs of students. However, the demands of ever-expanding curricular means that educators often stick to their favoured teaching methodology. We all have our preferred teaching methodology but it is important to explore evidence-informed pedagogical ideas that have the potential to expand our repertoire in the classroom.What are some of the popular teaching and learning strategies?It can be hard to know which teaching strategy will work the best with a particular student. So, below is a list of teaching strategies teachers can use to enhance their teaching methodologies: Visualization: Visualization is a useful technique to process or summarize the knowledge that has been instructed in class. When students receive the information through visual means, they are more able to retain both the previous learning and new information for a longer time. Visualization is also a helpful learning process for lower-attaining learners to receive the information in a simpler, clear and systematic way. Thus, an effective teacher would use visual tools such as flow charts, graphic organizers, concept maps and Venn diagrams, that allow students to grasp information more effectively through visual memory.Use graphic organisers to promote comprehensionTeamwork: Dividing the class into groups to complete a task is a teaching strategy that does wonders. It is recommended to encourage learners of mixed abilities to work with one another. By doing so, those who have more knowledge of the subject can share their knowledge and help their peers understand the topic better. Studies of classroom instruction show that the teachers can promote cooperative learning by splitting the class into small groups and dividing different tasks amongst students. For example, in Science class one student can experiment, another would read the instructions and someone else will write notes about the learning process. Previous studies reveal that group assignments improve teamwork and help students to succeed. For some educators, this is not a preference for teaching strategies. Group work needs to be well-managed and requires a level of independence. Inquiry-Based Teaching: Encouraging learners to ask a lot of questions is an effective teaching strategy that does not only motivate students to think more practically but also helps them to become independent learners. Inquiry-Based learning motivates students to ask questions and work with one another to solve any problem. Through this strategy, students tend to show more interest in the learning process such as formative assessments. Inquiry-based learning provides student experience of working with one another as a class and also allows students to revise previous learning and retain new learning in a better way.Student-led Classroom: Studies of classroom instruction reveal that giving more power to students allows them to become self-aware of their strengths. To facilitate Student-led instructions, teachers encourage learners to ask many questions and provide more frequent feedback. In a student-led classroom, teachers encourage students to perform their research online and bring their learning outcomes to the classroom. A student-led teaching strategy is widely used to build greater confidence in students. Previous studies show that this a

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As an educator, a primary goal is to keep your students engaged. This, however, can be challenging due to the sheer amount of distractions students face combined with the swath of material that must be covered. It can be tough to hone in on what exactly you can do to keep students engaged, motivated, and on course to meet both their own and your objectives. Why is engagement important?Simply put, an increased level of engagement will lead to great student learning, and improve the learning process. Those students who actively engage with their teachers, subject matter, and lessons, will improve their understanding and appreciation of the topics.Educators are highly likely to see improved concentration levels and greater student interest after implementing engagement strategies. To help you raise the level of engagement we have put together a series of best practices that aim to enthrall students and improve retention levels. This goes for kids in K-12 and young adults in higher education.So lets get started and see what you can do to promote student engagement.See how Mentimeter can improve the learning experienceSo lets get started!How to engage studentsStart with a warm-upSee smartphones and tech as toolsRegularly test studentsUse self-paced workBrainstormingArrange group discussionsRun reflectionsMake students part of the processGet creative1. Start with a warm-upNo matter what time of the day it happens to be (though we all know mornings are the toughest), jumping right into a lesson or lecture is rarely easy. Students take time to settle in and focus on what is going on. Kicking off with a warm-up activity can help to get everyone engaged and focused from the very start.Icebreakers of any kind can be the perfect way of doing this as they are time efficient while also offering you the opportunity to ask any type of question. For more ideas and inspiration on what icebreakers to ask, we have a wide array of some of our favorites. 2. See technology as a tool, not as a distractionTechnology can be a nightmare for educators if its not leveraged in the right way. If you find that smartphones are distracting your students, maybe its time to incorporate them as part of your lesson plan.Technology is a key component in education and it will only become more ingrained in the culture of education as advancements in EdTech and other related software continue. Making apps, software, and online tools a part of both your classes and lectures, as well as a resource for students to access will not only help to improve their in-class experience but also their ability to study after the fact.3. Regularly test studentsNo, dont worry we are not saying you need to set a midterm-style paper every other week. What we are suggesting is more quick-hitter assessment quizzes.Not just asking students more than if they understand what is going on, but actively quizzing them to see if they have been paying attention and they are retaining the information.Knowledge tests dont have to be boring or stressful for your students. Instead of a paper and pen and test, try using an interactive way of quizzing students that will be quick and easy to set up and run.4. Promote self-assessment and self-paced learningEngage your students through self-assessment activities such as formative assessments. Teachers and lecturers dont need to be the only people to provide students with feedback, they can also assess their abilities.Likewise, self-paced learning can be a way to help remove a common point of frustration for many students; time. Trying to understand complex topics or remembering a series of facts and figures can become incredibly irritating when asked to do so in a certain amount of time.Fewer frustrated students mean a more engaged and enthusiastic audience.5. Brainstorm togetherBrainstorming will help students to think creatively and collaborate with their peers. Asking them to come up with their ideas and thoughts on a subject can be a good way to check

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Search modesAbout 5,810,000,000 results (0.50 seconds) Search ResultsBe flexible be ready to adjust your lesson plan to students' needs and focus on what seems to be more productive rather than sticking to your original plan...12 Oct 2023 Effectively planned classroom management strategies for middle school students can ensure that lessons remain captivating and...For older students, study calendars can be of immense help in the run-up to major milestones such as the KS2 SATs. 2. Retrieval Practice. Retrieval is the...20 Jul 2023 ... more work as well. 6. Offer praise. Praise students for jobs well done, as doing so improves academic and behavioral performance, according...4 Jan 2023 Your go-to list of the most fun and effective teaching strategies and techniques that will benefit your classroom in 2023.4 Jan 2022 Which classroom teaching and learning strategies are worth embedding in your school? Find out here.Teachers want their students to understand what is being taught, not just memorize it. Utilize these teaching strategies that enhance higher-order thinking.Teachers can manage classrooms better by involving students in rule-making, documenting the rules, and setting consequences for breaking them. Teachers should...31 Oct 2017 Incorporate mystery into your lessons Learning is the most fun when it's surprising. Don't just tell them information; cloak it in to mystery.Missing:managed | Show results with: managed8 Mar 2023 How to engage students Start with a warm-up See smartphones and tech as tools Regularly test students Use self-paced work Brainstorming...Teaching strategies in scienceTeaching methods and strategiesPage Navigation

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