Reminding Students Remember Expectations: Chapter Analysis

While reading Chapter 6: Reminding Language, Helping Students Remember Expectations, I was able to take way three key ideas from the chapter. The first key idea that I found important, was that children can only be reminded of what they already know. Although this sounds like common sense, it is important that all teachers are aware of this. In order for students to know what is expected from them, teachers need to model the expectations they are looking for. The first step for interactive modeling is to say what you will model and why. In step two, teachers should model the behavior. In step three, teachers should ask students what they noticed. In step four, the teacher should invite one or more students to model. In step five, the teacher should …show more content…
If a teacher is feeling frustrated, this can then be relayed to a student causing some distrust. It is important that the teacher and student work together and remain calm when a reminder is being said. In the text, it mentions that reminders should be said as soon as a student starts veering off course. This will help diminish frustration for the teacher and student. Teachers who keep their reminders brief, meaning they only say a sentence or two, allows children the time to think and respond.
The last take away point that I found to be important was the strategies mentioned throughout the text that teachers can use when they are frustrated. One of the strategies that I think would be most beneficial in a given situation, would be to use time-out. Of course this isn’t an actual time-out, but to say to your class lets “take a break”. Saying this phrase, allows the child to take time to regroup, while the teacher does the same. The student can then reflect on their behavior, while the teacher works with other students and reflects on what they may say to the student after “taking a break” is