{"id":54,"date":"2019-02-14T23:49:45","date_gmt":"2019-02-14T23:49:45","guid":{"rendered":"https:\/\/pages.palomar.edu\/tjohnston2\/?p=54"},"modified":"2023-04-06T18:28:07","modified_gmt":"2023-04-06T18:28:07","slug":"specific-teacher-skills","status":"publish","type":"post","link":"https:\/\/pages.palomar.edu\/tjohnston2\/specific-teacher-skills\/","title":{"rendered":"Specific Teacher Skills"},"content":{"rendered":"

PDF version for download:\u00a0\u00a004 Specific Teacher Skills\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/a>04a Citations for Specific Teacher Skills<\/a><\/em><\/p>\n

Teaching, in a nutshell!<\/p>\n

The teacher … is expected to elicit work from students. Students in all subjects and activities must engage in directed activities which are believed to produce learning. Their behavior, in short, should be purposeful, normatively controlled, and steady; concerns with discipline and control, in fact, largely revolve around the need to get work done by immature, changeful, and divergent persons who are confined in a small space. (lib.dr.iastate)<\/p><\/blockquote>\n

Specifically, how do we do this? There are skills a teacher can have to achieve better classroom management and reduce student distractions. They fall under some general categories from (edglossary).<\/p>\n

Behavior<\/strong><\/p>\n

\u2022 the ability to monitor student behavior provides an awareness of what happens at all times in the classroom which prevents potential problems escalating into serious distractions (lib.dr.iastate)
\n\u2022 the ability to do more than one thing at the same time (lib.dr.iastate)
\n\u2022 willing to assume responsibility for solving problems (lib.dr.iastate)
\n\u2022 is always alert to opportunities that promote student self-discipline (lib.dr.iastate)
\n\u2022 using erect posture \u2026 not timid, and remain confident and just (Wikipedia Classroom Management)
\n\u2022 [using] the appropriate tone of voice depending on the situation \u2026 do not use an abrasive, sarcastic, or hostile tone when disciplining students (Wikipedia Classroom Management)
\n\u2022 taking care not to ignore inappropriate behavior by taking action (Wikipedia Classroom Management)<\/p><\/blockquote>\n

Environment<\/strong><\/p>\n

\u2022 the impression that the teacher creates as a \u201chelping person” (lib.dr.iastate)
\n\u2022 orchestrate smooth transitions between activities [to] prevent the potential for distraction (lib.dr.iastate)
\n\u2022 planning the time available (thoughtco)<\/p><\/blockquote>\n

Expectations<\/strong><\/p>\n

\u2022 set high expectations for student behavior and for academics (thoughtco)
\n\u2022 explicit in communicating expectations (lib.dr.iastate)<\/p><\/blockquote>\n

Activities<\/strong><\/p>\n

\u2022 to challenge students with a variety of activities that generate interest and enthusiasm (lib.dr.iastate)
\n\u2022 establish a consistent, daily routine that begins as soon as students enter the classroom (edglossary)
\n\u2022 use long-term, solution-oriented approaches concentrating on helping students understand and cope with conflicts or problems that caused their inappropriate behaviors (lib.dr.iastate)
\n\u2022 specific corrective feedback was applied to students who misbehaved (lib.dr.iastate)
\n\u2022 redirected those either confused or inattentive back to the lesson at hand (lib.dr.iastate)<\/p><\/blockquote>\n

Improving Student Behaviors<\/strong><\/p>\n

We\u2019ll start with techniques designed to improve the way your students, as a group, behave in your classroom.<\/p>\n

One technique is called the \u201cHow Not\u201d strategy.<\/p>\n

The \u201chow not\u201d strategy is so powerful because it clarifies for students exactly what unacceptable behavior looks like, and they\u2019ll immediately recognize it. In fact, when you use this strategy, you\u2019ll find your students laughing and nodding their heads knowingly.<\/p>\n

Some of its power comes from its entertaining qualities. When you use the \u201chow not\u201d strategy, your students will be fully engaged. They may even clamor for you to teach it again.
\nAfter using detailed modeling to demonstrate a specific part of your plan, or a certain classroom procedure, model how not to do it.
\n\u2026
\nHam it up and have fun with it.
\nThe more you exaggerate the unwanted behavior, the more memorable it will be for your students.
\n\u2026
\nThe \u201chow not\u201d strategy works so well because it points out the absurdity of poor behavior.<\/p>\n

\u2026<\/p>\n

Seeing things from a different perspective changes the way students view their world. Allow your students to see what their poor behavior looks like and how it affects others, and it will hit home like no other classroom management strategy.
\n(smart classroom improve)<\/p><\/blockquote>\n

While I am not certain I would use this technique for every behavior I want my students to have, it certainly might work well for certain issues, like \u201chow to behave when you arrive late to class.\u201d<\/p>\n

Another is called \u201cA Simple Way to Improve Listening\u201d.<\/p>\n

Stand in one place.<\/p>\n

Find a spot in your room where your students can see you without turning in their seats. Pause there a moment and ask for their attention. You\u2019ll not only give your directions from here, but you\u2019ll stay in this spot until they\u2019re finished following them.<\/p>\n

Give your directions once.<\/p>\n

After receiving their quiet attention, give the directions you want them to follow one time\u2014which is the key the strategy. Speak in a normal voice, erring on the side of too softly than too loudly.<\/p>\n

Let them flounder.<\/p>\n

The first time you use this strategy your students may struggle. How much they struggle will be an indicator of how bad things have gotten and how readily they disregard the sound of your voice. Go ahead and let them be confused and unsure of what to do.<\/p>\n

Remain motionless.<\/p>\n

Resist the urge to jump in and repeat yourself, cajole, or talk them through what you want them to do. Just stand in place and observe. Reveal nothing in terms of what you\u2019re doing or why you\u2019re doing it.<\/p>\n

Let your leaders take over.<\/p>\n

Slowly, leaders will emerge to either model for the others what to do or speak up and do the cajoling and repeating for you. This is good. Allow them to take on this responsibility.<\/p>\n

Wait.<\/p>\n

Don\u2019t move or say anything until they\u2019re finished following your directions and quiet. Pause for 30 seconds or so to let the lesson sink in.<\/p>\n

Give the next direction.<\/p>\n

When you\u2019re satisfied that all of the science folders are out on their desks, or whatever direction was given, give your next direction. The second time should be noticeably better\u2014faster, sharper, and needing fewer leaders.<\/p>\n

Continue giving directions once.<\/p>\n

If the second direction went better than the first, then you\u2019re on the right track. Go ahead and give another. Eventually, and as long as you\u2019re giving directions only one time, you\u2019ll be able to increase the complexity.<\/p>\n

Make it practice in the beginning.<\/p>\n

You may want your first foray into this directions-only-once strategy to be practice. Start slow. Ask your students to do one simple thing\u2014like clear their desks. In time, your students will be able to follow multiple step directions with ease.<\/p>\n

If the first time is a disaster . . .<\/p>\n

If the first time you try this strategy your students are unable to get it completed (arguing, confusion, disharmony), that\u2019s okay. All hope isn\u2019t lost. Simply ask for and wait for their attention, then start over from the beginning. They\u2019ll get it.<\/p>\n

\u2026<\/p>\n

Why It Works<\/strong><\/p>\n

Students become poor listeners when they know they don\u2019t have to listen.<\/p>\n

You see, when they know you\u2019ll repeat yourself and hold their hand through every direction and every lesson, they have no reason to listen.<\/p>\n

When they haven\u2019t been forced\u2014or even allowed\u2014to think for themselves, when they\u2019re unburdened by any responsibility to pay attention, they tune out. They daydream. They let life happen to them.<\/p>\n

It\u2019s human nature.<\/p>\n

But when you give directions only one time, and your students know that that\u2019s all they\u2019re getting, then they learn quite naturally, automatically even, to tune in to the sound of your voice.<\/p>\n

They learn to listen for what you want.<\/p>\n

And each time you use this strategy, which isn\u2019t so much a strategy as the way things ought to be, more and more students will come on board. More and more students will become less dependent on you and more dependent on themselves.<\/p>\n

Habits will change.<\/p>\n

Maturity and independence will grow.<\/p>\n

And listening will become a matter of routine.<\/p>\n

(smart classroom simple)<\/p><\/blockquote>\n

This harks back to the classroom management styles, where you don\u2019t want to be a co-dependent enabler. It also sets students up well for the next class they take and even for their jobs and careers.<\/p>\n

I think the first direction to give is to get them to pay attention to you in the first place. That looks like a good starting point, especially for the first day of class. Here is a suggested technique:<\/p>\n

The ability to ask for and receive your students\u2019 attention is crucial.<\/p>\n

It\u2019s crucial because it saves precious learning time. It improves listening and performance.<\/p>\n

It allows you to give instruction anytime you need to and know that it will be heard and understood.
\n\u2026
\nStep 1: Explain why.<\/strong><\/p>\n

It\u2019s good practice to explain why what you\u2019re asking of your students is important and worth practicing\u2014in all areas of classroom management.<\/p>\n

This is a critical step in motivating them to not only go along with your expectations, but to agree with them on the basis that they make the classroom better and more enjoyable.<\/p>\n

This underscores the importance of selling not just your lessons, but anything and everything you want your students to be able to do well.<\/p>\n

Step 2: Choose a signal.<\/strong><\/p>\n

Many teachers prefer train whistles, bells, and other manufactured sounds to signal for attention.<\/p>\n

And although these can work fine (as long as you remain in the classroom), your voice is a better option\u2014because it will help develop the habit of listening attentively whenever you speak.
\nIt will develop the habit of consistently following your directions.<\/p>\n

It\u2019s an act of respect that will affect how they view you as the leader of the classroom. I recommend a simple: \u201cCan I have your attention please?\u201d<\/p>\n

Step 3: Expect an immediate response.<\/strong><\/p>\n

The biggest mistake teachers make is allowing students more time than they need to respond. This is key.<\/p>\n

When you frame your expectations in any terms other than immediate, your students will push their response time back further and further.<\/p>\n

The result is that you\u2019ll be waiting for their attention for increasingly longer periods of time until, at some point, they just won\u2019t bother.<\/p>\n

By expecting your students to be looking and listening to you before you even get to the end of your sentence, you\u2019ll never have to wait and rarely have to reteach.<\/p>\n

Step 4: Model it.<\/strong><\/p>\n

Your students need to see exactly what giving you their attention looks like. To that end, sit at a student\u2019s desk and pretend you\u2019re working independently or as part of a group.<\/p>\n

You may also want to model other common scenarios like, for example, if they\u2019re up and getting a tissue or playing a learning game or rotating through centers.<\/p>\n

Have a student play the part of the teacher while you engage in the activity. Upon their signal, stop what you\u2019re doing, turn your body to face them, and listen without moving.<\/p>\n

You\u2019re setting your expectations and thus should model precisely what you want. Adding how not to do it is also a good idea.<\/p>\n

Step 5: Make practice fun.<\/strong><\/p>\n

Practicing routines and expectations with a spirit of fun will always result in greater buy-in.<\/p>\n

If you give your students something silly to say while they\u2019re pretending to work in groups, or engaged in other scenarios, learning will be faster, deeper, and longer lasting.<\/p>\n

Any nonsensical phrase will do. In the past, I\u2019ve used \u201chey, hey, whaddya say,\u201d \u201cmurmur, murmur,\u201d and \u201cblah, blah, blah,\u201d as well as a few others. The goofier, the better.<\/p>\n

Allow them to talk for 30 seconds or so, and then ask for their attention. Practice until they\u2019re able to be still, silent, and looking at you in less than two seconds.<\/p>\n

Everything Easier<\/strong><\/p>\n

It\u2019s best to put the routine into play as soon as possible.<\/p>\n

(smart classroom attention)<\/p><\/blockquote>\n

The next technique addresses students talking on the side.<\/p>\n

Side-talking can be especially frustrating because, although it\u2019s done out of earshot, it\u2019s remarkably disruptive.<\/p>\n

When your students turn their attention away from you and to a neighbor, they miss important instruction and learning time …<\/p>\n

It can also delay them from getting their independent work done and distract them from deeper understanding. Furthermore, side-talking begets more side-talking, as students catch the contagion and pass it along to others.<\/p>\n

Ignoring the problem just isn\u2019t an option.<\/p>\n

You can certainly enforce a consequence, but an oft-repeated and valid complaint from teachers is that it can be difficult to determine who exactly is doing the side-talking and who is merely listening or asking the other to stop.
\n\u2026<\/p>\n

1. Define it.<\/strong><\/p>\n

Before you can begin fixing the problem of side-talking, you must define it for your students. They need to know specifically what your definition of side-talking is and what it looks like.<\/p>\n

There may be times when you allow it\u2014or a form of it. If so, your students need to know when those times are and what appropriate side-talking looks like. Modeling all forms\u2014right and wrong, appropriate and not\u2014is key to their understanding.<\/p>\n

2. Provide them a tool.<\/strong><\/p>\n

Once your students are clear about what side-talking is, and when it is and isn\u2019t okay, the next step is to empower them with a tool they can use to curb inappropriate side-talking on their own and without saying a word.<\/p>\n

The tool you\u2019ll show them is a simple hand gesture they\u2019ll display to whoever attempts to side-talk with them during a lesson, while immersed in independent work, or whenever you deem unacceptable.<\/p>\n

3. Teach them how to use it.<\/strong><\/p>\n

As long as it isn\u2019t culturally offensive, any sign or motion of the hand will do. Crossing the first two fingers and shaking lightly is a good way to go. It\u2019s a gesture conspicuous enough for you to see from across the room and all students can perform it easily.<\/p>\n

To show how it works, sit at a student\u2019s desk or in a table group while your class is circled around. Pretend to be focused on your work or a lesson when a classmate leans in to interrupt. Quickly and pleasantly show your signal and then turn back to whatever you were doing.<\/p>\n

4. Practice politeness.<\/strong><\/p>\n

It\u2019s important to emphasize that the gesture is nothing more than a polite reminder to a friend. It\u2019s like saying, \u201cI\u2019m sorry, but I can\u2019t talk right now.\u201d It isn\u2019t aggressive or angry and it should never accompany any talking or admonition.<\/p>\n

Pair students up or put them in groups and have them practice, reminding them to use pleasant facial expressions and body language. Show them precisely and thoroughly how it\u2019s done this first time, and they won\u2019t do it any other way.<\/p>\n

Be sure and also practice the appropriate response when on the receiving end of the gesture. Namely, a quick nod of the head and then back to fulfilling their responsibilities.
\n\u2026
\nThis simple, nonverbal communication between two students attacks the problem at the source and sends the message, each time its given, that interrupting a fellow student during critical listening or independent learning time is off limits.<\/p>\n

And because it comes from within, it is a powerful deterrent.<\/p>\n

(smart classroom curb)<\/p><\/blockquote>\n

One thing you, as instructor, will have to do before implementing this technique is decide when it is and is not appropriate to have side-talking. Think about your experiences both as student and teacher. Then make a list and label them as acceptable and not.<\/p>\n

Next up is the idea of using pauses in your talking to help students learn and focus.<\/p>\n

One of the most common errors teachers make when presenting lessons, providing directions, or otherwise addressing students is to string sentences together with very little gap between them.<\/p>\n

In other words, the teacher will move from one thought, idea, or bit of information to the next without delay\u2014often filling the gaps with ands, ums, likes, and meaningless words.<\/p>\n

It\u2019s how most of us speak in our day-to-day life.<\/p>\n

But the negative effect it can have on students, and on your ability to keep their attention, is substantial. You see, bridging phrases together without allowing your students time to absorb them makes you uninteresting and difficult to follow.<\/p>\n

It causes students to turn their attention away from you and toward the daydreams, distractions, and misbehavior opportunities around them.<\/p>\n

A simple way to correct this problem, and at the same time become a more effective teacher, is to include frequent, and at times even lengthy, pauses in your speech.<\/p>\n

Here\u2019s why these little gems of silence are so powerful:<\/p>\n

They\u2019re predictive.<\/p>\n

Anticipating answers and outcomes improves learning, and when you pause, your students will instinctively predict what you\u2019re going to say next. You can use this instinct to your advantage by pausing before revealing important ideas, words, theories, or points of emphasis.<\/p>\n

They build suspense.<\/p>\n

When used strategically, a pause creates suspense and curiosity in the listener, causing them to sit up straighter and lean in closer. It can make the most mundane information seem interesting and worth listening to\u2014making easier a critical skill many teachers struggle with.<\/p>\n

They add depth and drama.<\/p>\n

Pausing can be as important as content when presenting lessons. With the right timing and pace\u2014and a bit of attitude\u2014it can infuse your words and the visualizations you create with depth and drama, flair and emotion. It can help bring your curriculum to life, giving it the punch and energy it needs to matter to your students.<\/p>\n

They discourage misbehavior.<\/p>\n

Speaking without intentional pausing sounds like droning to students, who are quick to lose interest, grow bored, and misbehave. An occasional two or three second pause breaks up the\u00a0familiar tone of your voice, keeps students on their toes, and helps them stay checked in and on task.<\/p>\n

They allow you to adjust.<\/p>\n

A pause gives you a moment to quickly assess your students\u2019 understanding. It allows you to make eye contact, stay in touch, and make adjustments to your teaching along the way. It trains you to be sensitive to their needs and attuned to their nonverbal reactions to your lessons.<\/p>\n

They help your students retain information.<\/p>\n

An occasional pause, if for only a second or two, breaks ideas, theories, and directives into chunks, allowing them to sink in before your students are rushed along to the next thing. This improves memory and understanding and gives your students a framework from which to build upon more learning.<\/p>\n

It\u2019s The Simple Things<\/p>\n

There are no hard and fast rules about when, how often, or how long you should pause. You learn and become better and nimbler at using them through experience.<\/p>\n

At first, pausing just a couple of seconds may seem like a long time. It may feel strange and uncomfortable\u2014even for your students.<\/p>\n

But in time, you\u2019ll love the impact it has on your teaching.<\/p>\n

You\u2019ll find yourself speaking with more confidence\u2014using your body and facial expressions more, becoming more dynamic and more willing to take chances with storytelling, playacting, and the like.<\/p>\n

Your words will have more power. Your lessons will prove more effective. Your students will be more attentive and more interested in you\u2014and less interested in misbehaving.<\/p>\n

Like much of classroom management, it is the simple things\u2014the tried and true\u2014when applied consistently, day after day, and perfected over time . . .<\/p>\n

That adds up to great teaching.<\/p>\n

(smart classroom pause)<\/p><\/blockquote>\n

I have noticed that pausing after I say something important often gives students a chance to ask a question \u2013 and that question addresses the very next point I plan on making. Not only does this help me assess student learning, but it gives me the opportunity to point out to the student what a great question it is.<\/p>\n

Another important aspect of improving student behavior is setting limits. The advice here is insightful and specific, and helps set the right attitude for creating and stating those limits.<\/p>\n

\u2022 Setting a limit is not the same as issuing an ultimatum.<\/strong>
\nLimits aren\u2019t threats\u2014If you don\u2019t attend group, your weekend privileges will be suspended.<\/em><\/p>\n

Limits offer choices with consequences\u2014If you attend group and follow the other steps in your plan, you\u2019ll be able to attend all of the special activities this weekend. If you don\u2019t attend group, then you\u2019ll have to stay behind. It\u2019s your decision.<\/em><\/p>\n