They have learned to look at the teacher and smile, however, which often led me, in my early years, to think I had their attention. What I often see is one student after another going to a better place in their minds, until the whole class is, mentally at least, somewhere else. When I am in classrooms in a coaching capacity, I watch the kids, not the teacher. Lecturing was – and still is in many classrooms – the main mode of delivery. ![]() My experience as a student in high school and college had reinforced that belief I had many a college professor who talked from yellowed notes. Time was of the essence in my classroom, and I had no idea that, sometimes, less is more. After all, I had much information to impart because I had many centuries of American or European history to cover. When I began my teaching career five decades ago, I truly believed talking was teaching, and silence on the part of my students was golden. We still inhabit a professional environment, in classrooms and in training workshops, where talk is king – rattling on from the front of the room, that is. “How many have had a listening class in college?” One or two sets of hands. I often pose the following two questions in my presentations to educators: “How many of you had a speech class in college?” Almost every hand goes up. Core Instruction and Formative Assessmentīy: Ron Nash Do school environments encourage active listening?.Virtual Instructional Leadership Institute.This game requires students to listen carefully and encourages them to remember important information and details. Each time a lie (or change) is read out, the students must stand up. Then ask them to read it aloud again, but to make some changes. Ask one student at a time to come to the front of the class and read aloud a passage which you have chosen, e.g. ![]() This game can be a lot of fun, and encourages students to listen to each other.ĭivide the class into two teams A and B. Which two students would like to be famous actors?Īward a point to the first team to answer correctly.Get the students into small teams and ask them to put their hand up if they know the answer to a question, e.g. When all of the students (or half of the students, if you have a large group) have been interviewed, explain that you are going to hold a quiz about the class. Try to make a note of some of the answers. ![]()
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