Keys to Strong Instruction in Teaching

How’s your instruction? Are you hitting all the key points of good instruction? What should observers see in your instruction when they come into your classroom? These are all questions we ask ourselves and wonder. Sometimes it’s nice to do some self-reflection and see if you are hitting all the marks. The following chart shows the basic “LOOK-FORS” in strong instruction. As part of professional development it is always good to do some self-reflection. Video-recording a section of your instruction and then reflecting has also shown to objectively assess your instruction.

Use this chart as a tool to do an instructional check-up on yourself.

Look-Fors	Teacher
Use of Time Transitions from one activity to another. Time spent with individual students or small groups Time spent getting lesson/class started
Pacing Too fast, too slow Time spent in each lesson component.
Questioning Connect to lesson target/objective Assess understanding Stretch students to think beyond yes/no
Clarity of Presentation Modeling – Clarifying – Providing clear directions
Student Movement Positive: quickly transitioning, following directions, taking initiative Negative: getting out of seat frequently, fidgeting, interfering with others
Differentiation Scaffolding of lesson to meet diverse student needs
Material Management Materials are ready for the instruction Student and teacher materials organized to support flow of lesson Handouts are clear, meaningful and appropriate
Classroom Arrangement Furniture placement Visual supports on walls Environment for learning Provision for multiple uses of space
Monitoring / Checking for Understanding Monitoring student progress during independent work time Pauses at appropriate point in lesson to check for student understanding
Student Engagement Positive: Volunteering responses on task student-student interaction, listening, carrying out roles Negative: speaking out while off task, off task student-student interaction, interrupting, interfering
Participation Strategies Use of cold call to ensure variety of student voices Use of discussion protocols Opportunities for partner or small group collaboration

The Importance of Rhyming!

Rhyming is a key part to understanding our English language. In recent years we have become aware that rhyming may be more important than we once thought. Studies have shown children who are unable to rhyme may have a greater chance of having other reading difficulties such as dyslexia.

Rhyming is a skill which is learned. It is not a natural innate skill we are just able to acquire. Some are able to catch on quickly while others struggle. Practice and exposure is the best way to fully understand the key to rhyming. Rhyming is an auditory skill and something that children need to hear, therefore you should use the spoken words or pictures and not just printed words.

Teaching rhyming can be a lot of fun. One of the best ways to introduce and teach rhyming is with poems. Children in many cases will not notice the rhymes until you start pointing them out. There are also a number of great books for teaching rhyming such as; Rumble in the Jungle [Giles Andreae, David Wojtowycz], Double Trouble In Walla Walla [Andrew Clements, Salvatore Murdocca], and Edward the Emu [Sheena Knowles, Rod Clement] for a start.

Other ways you can provide the students practice is to give students each a picture or pin one one and have them find their rhyme partner. Tell each student a word as they line-up and have them tell you a rhyming word back. Picture sorts are always a great learning tool and children enjoy. If you are looking for picture cards here is a place to start: Rhyming Pictures

Almost Winter Break!

I found this image showing the phases of first year teachers during their first year. I think we have all had those feelings, I know I have and always look forward to break and the second part of the year. Only a few more school days and relaxation time! You'll be refreshed to tackle the rest of the school year, but who's counting?

(I didn't find who created the chart, but thank you.)