Artefact: The What and How of my RE lesson.

 

When classroom activities are well organised and when students cognitive and social-emotional needs are systematically catered for, teachers are sure to bring out the best in learners (Duchesne & McMaugh, 2016).

 

I am a strong believer in careful and intentional planning for success.  I therefore always provide my students with the What and How of my lessons, explaining my learning goal and breaking the big ideas into small and achievable tasks. This information helps them understand what success looks like and gives them clear directions on how to achieve it. It also helps build confidence and self-efficacy.  

 

Studies demonstrate that classrooms where teachers spent time explaining and orienting students towards tasks showed increased task engagement (Bohn, Roehrig & Pressley, 2004). My guidelines are always clearly articulated yet succinct and are designed to enable all students access to learning. They are also presented in many forms (verbally, visually on the shared class screen and/or as a hard copy for each student).

 

My students knew my expectations and they were also comfortable to clarify their understanding as I always encouraged and praised (positive reinforcement) those who ask questions (I used the following statements regularly: All your questions are important/ there is no such thing as a silly question/ you do not need to be confused, Mrs Sandroussi is here to help).  

 

This routine (explaining the What and How of each lesson) was established almost immediately after meeting my students and introducing them to my teaching approach. It helped minimise disruptive behaviours as there was no room for confusion but rather clarity in directions which gradually led to smooth transitions between classroom activities.

 

This strategy will continue to be my favourite in the future, as it demonstrates my capacity to manage classroom activities through providing clear and easy to follow directions (Words: 299).