Whole Body Listening In The Classroom

At the beginning of lesson 3, part 1 - 0:00, I start with reviewing the classroom rules and procedures. This included Champs at 0.05 and Whole body listening at 1:55. CHAMPS stands for, Conversation, Help, Activity, Movement Participation and Success. This shows the students what is expected of them of each category and helps to have effect classroom management. I allowed for the students to answer questions about the procedures. When reviewing Champs they responded with; their voice levels will be at zero for the majority of the lesson (1:55). After that we reviewed how they ask for help, how they complete the activity and how they will participate during this time. We then review Whole Body Listening and the students said out loud what it meant (1:55). Whole Body Listening shows the students how they are to be when listening to the teacher or another student talk. This models to the students that they are to have their eyes on the speaker, their mouths are to be quiet, their arms and feet are to be still and to themselves and their ears are listening. By going over these rules, it shows the …show more content…
This allows for students to know what is expected of them at the completion of the lesson. Throughout this time, I asked questions about the rules. I engaged students in the learning process by doing this. At 3:45, I activated prior knowledge on the worksheet that will be completed because they had completed the worksheet similar to this one in the past. One of the students with a learning disability answered a question and was behaving well. I gave him positive verbal praise for doing this. At 7:30, I showed excitement in one students answer and had him present it to the class using the microphone. He was able to be proud of his answer and received a super surfer ticket for this. Super surfer tickets are a way to motivate students in the classroom to participate and do good things for