As you can see in both of the video clips I have students sitting in small groups with there peers who have similar Lexile and readiness levels. I have students working in partners and/or groups pretty much every day in this class, so this seating arrangement makes the transition into group work easier, and makes differentiating much easier also. I call all of the students by names their first names, or either mam or sir whenever I am speaking to them. I do not require students respond to my questions by saying yes sir, as long as their responses are not disrespectful, but I have noticed that once students notice I refer to them in this way they start to refer to me as sir without me even directing or asking them too. In video clip 1,
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Examples activity, notice how try to be as loud and enthusiastic as possible to try to transmit to the students that the material and activities being covered is important and meaningful. Near the end of video clip 1 at 7 minutes and 20 seconds I announce to the class they have thirty more seconds, but immediately after doing so I notice a student has been raising there hand waiting patiently for me to come answer there question for some time without me noticing them. I immediately go over to help the student, and spend far more time than the thirty seconds I had just given the class to be able to make sure this students question was completely answered in a way he understood before announcing to the class they had 20 more seconds to finish. Video Clip 2 begins with a student stating they do not know what to do for their writing activity they are completing, and I know from previous experience this student will often tell the teacher he does not know what to do or not understand something in an attempt to get the teacher to give the student the answer. I did not get frustrated or reprimand this student instead I quickly broke down the sequential steps of what to do, and explained each step thoroughly making sure this student knows exactly what to do without revealing to much about specifics of the
Examples activity, notice how try to be as loud and enthusiastic as possible to try to transmit to the students that the material and activities being covered is important and meaningful. Near the end of video clip 1 at 7 minutes and 20 seconds I announce to the class they have thirty more seconds, but immediately after doing so I notice a student has been raising there hand waiting patiently for me to come answer there question for some time without me noticing them. I immediately go over to help the student, and spend far more time than the thirty seconds I had just given the class to be able to make sure this students question was completely answered in a way he understood before announcing to the class they had 20 more seconds to finish. Video Clip 2 begins with a student stating they do not know what to do for their writing activity they are completing, and I know from previous experience this student will often tell the teacher he does not know what to do or not understand something in an attempt to get the teacher to give the student the answer. I did not get frustrated or reprimand this student instead I quickly broke down the sequential steps of what to do, and explained each step thoroughly making sure this student knows exactly what to do without revealing to much about specifics of the