Strategies to improve reading skills in primary schools
Question:
•Mrs. Bhanu Sharma
Please give your inputs
What can be different reading strategies to improve students reading in the early years of the primary?
Please give your inputs
What can be different reading strategies to improve students reading in the early years of the primary?
Answers:
•AZEEZ UNV: The best way is
Word Walls.
A word wall is often seen as simply a classroom decoration or fancy bulletin board, but this couldn’t be further from the truth.
Maintaining a word wall is a highly effective strategy for promoting literacy in your classroom.
Word walls are powerful tools to help students work on their spelling, vocabulary, and reading skills.
They help promote a literacy-focused environment that’s rich in printed text. Students can refer to the word wall for.
When creating your word wall, don’t feel as if it needs to be a static resource! They can be utilized daily by incorporating various activities and word wall lessons into your curriculum.
•Mrs Nidhi Kulshe:
1. Exposure to variety of books where the children can touch, feel, hear or relate to classroom teaching.
Any concept taught can be reinforced through a book during the reading time to ensure interest and retention .
1. Exposure to variety of books where the children can touch, feel, hear or relate to classroom teaching.
Any concept taught can be reinforced through a book during the reading time to ensure interest and retention .
2. I personally feel that if the books are at the childs disposal - age and content appropriate ones along with a conducive environment - a slight motivation will lead them to read more.
3. Engaging in healthy competition on who can read how much or identity how many .
4. Until primary, their perception is different, attention span is less... Reading will help improve it - condition - it should be catchy enough for the child to pick up - from sports to cars to nature to almost anything - Once the book is picked... He will be engrossed
•Mrs Asha Mittal UNV: Yea, this is a very effective tool. I had been using it as an English teacher.
•Ms Leena Rai Kalra UNV
Picture book and flash cards with alphabets
Moreover the magnetic boards with the alphabets cut outs can be used by the teachers to create curiosity among students for reading
The moving area for kids to be full of new words and sentences to let them repeat daily.
•Mrs. Bhanu Sharma
1. Arranging stories strips in order is one of interesting reading activity.
2. Pratham publication has a rapid program book series. Which help students in improving their reading proficiency. These are designed age appropriately. It was used in Bharti foundation schools.
To make reading more interesting at primary level, different gestures can be assigned to punctuations. This is done group most of the time.
1. Arranging stories strips in order is one of interesting reading activity.
2. Pratham publication has a rapid program book series. Which help students in improving their reading proficiency. These are designed age appropriately. It was used in Bharti foundation schools.
To make reading more interesting at primary level, different gestures can be assigned to punctuations. This is done group most of the time.
•Mrs. Praveen kaur Bhatia
Reading to the child will give the words meaning and make them interested in speaking, listening, and conveying. Letting them see the pictures and words as they read and giving each character its own distinctive voice. They will try to speak. When reading aloud become practice further enhance the experience; making the topic even more interesting and enjoyable. All of this creates the perception for the child that books are repositories of knowledge and contain fascinating and entertaining things.
Reading to the child will give the words meaning and make them interested in speaking, listening, and conveying. Letting them see the pictures and words as they read and giving each character its own distinctive voice. They will try to speak. When reading aloud become practice further enhance the experience; making the topic even more interesting and enjoyable. All of this creates the perception for the child that books are repositories of knowledge and contain fascinating and entertaining things.
The suggestive measure :-
FOR READING
1.Help Them to Learn the Alphabet with sounds /introduce phonics :
Once a child knows their letters and the sounds that go with them, they have the foundation for literacy in place. One simple way to teach the alphabet is to use a whiteboard and say the name and sound of each letter as you write it. Make sure to always focus on the sound,
2.The word wall introduction :
The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading.
3.Teach them to Decode, Segmenting/blending :
Decoding should start with simple, one-syllable words and then progress to more complicated words and “sight words.
Phoneme segmentation is essential in developing reading and spelling skills. In order to write or type words, children must: break the word down into its component sounds. ... Children who have strong phonemic awareness skills demonstrate better literacy growth.
4.Ensure The Books are picture talk books :
Encourage children to read on their own by giving them access to picture books.
Some children are visual learner and kinesthic learner
5.Check the fluency:
Children read the topic, sentence, word aloud. They read fluently. All the voice modulation can be heard reading even most challenging words they get.
FOR READING
1.Help Them to Learn the Alphabet with sounds /introduce phonics :
Once a child knows their letters and the sounds that go with them, they have the foundation for literacy in place. One simple way to teach the alphabet is to use a whiteboard and say the name and sound of each letter as you write it. Make sure to always focus on the sound,
2.The word wall introduction :
The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading.
3.Teach them to Decode, Segmenting/blending :
Decoding should start with simple, one-syllable words and then progress to more complicated words and “sight words.
Phoneme segmentation is essential in developing reading and spelling skills. In order to write or type words, children must: break the word down into its component sounds. ... Children who have strong phonemic awareness skills demonstrate better literacy growth.
4.Ensure The Books are picture talk books :
Encourage children to read on their own by giving them access to picture books.
Some children are visual learner and kinesthic learner
5.Check the fluency:
Children read the topic, sentence, word aloud. They read fluently. All the voice modulation can be heard reading even most challenging words they get.
•Mr. Cosmos Ennu Kwaw
Some Different Reading Strategies To Improve Students Reading In The Early Years Of The Primary:
Some Different Reading Strategies To Improve Students Reading In The Early Years Of The Primary:
1. Monitoring comprehension
Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.
Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches students to:
Be aware of what they do understand, Identify what they do not understand,
Use appropriate strategies to resolve problems in comprehension.
Be aware of what they do understand, Identify what they do not understand,
Use appropriate strategies to resolve problems in comprehension.
2. Metacognition
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading.
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading.
Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have.
After reading, they check their understanding of what they read.
Students may use several comprehension monitoring strategies such as :
a. Identify where the difficulty occurs eg
"I don't understand the second paragraph on page 76."
"I don't understand the second paragraph on page 76."
b.Identify what the difficulty is eg
"I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.'"
Restate the difficult sentence or passage in their own words such ......
"Oh, so the author means that coming to America was a very important event in her grandmother's life."
"I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.'"
Restate the difficult sentence or passage in their own words such ......
"Oh, so the author means that coming to America was a very important event in her grandmother's life."
Look back through the text "The author talked about Mr. McBride in Chapter 2, but I don't remember much about him. Maybe if I reread that chapter, I can figure out why he's acting this way now."
Look forward in the text for information that might help them to resolve the difficulty eg....."The text says, 'The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.' Hmm, I don't understand how people can do that… Oh, the next section is called 'Wells.' I'll read this section to see if it tells how they do it."
3. Graphic and semantic organizers:
Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.
Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.
Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic organizers help students read and understand textbooks and picture books.
Graphic organizers can:
Help students focus on text structure "differences between fiction and nonfiction" as they read.
Provide students with tools they can use to examine and show relationships in a text.
Help students write well-organized summaries of a text.
Here are some examples of graphic organizers:
a.Venn-Diagrams.
Used to compare or contrast information from two sources. For example, comparing two Dr. Seuss books.
Help students focus on text structure "differences between fiction and nonfiction" as they read.
Provide students with tools they can use to examine and show relationships in a text.
Help students write well-organized summaries of a text.
Here are some examples of graphic organizers:
a.Venn-Diagrams.
Used to compare or contrast information from two sources. For example, comparing two Dr. Seuss books.
b. Storyboard/Chain of Events
Used to order or sequence events within a text. For example, listing the steps for brushing your teeth.
Used to order or sequence events within a text. For example, listing the steps for brushing your teeth.
c. Story Map
Used to chart the story structure. These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however in a nonfiction story, main idea and details would be identified.
Used to chart the story structure. These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however in a nonfiction story, main idea and details would be identified.
d. Cause/Effect
Used to illustrate the cause and effects told within a text. For example, staying in the sun too long may lead to a painful sunburn.
Used to illustrate the cause and effects told within a text. For example, staying in the sun too long may lead to a painful sunburn.
4. Answering questions
Questions can be effective because they:
Give students a purpose for reading,
Focus students' attention on what they are to learn,
Help students to think actively as they read,
Encourage students to monitor their comprehension,
Help students to review content and relate what they have learned to what they already know.
Questions can be effective because they:
Give students a purpose for reading,
Focus students' attention on what they are to learn,
Help students to think actively as they read,
Encourage students to monitor their comprehension,
Help students to review content and relate what they have learned to what they already know.
The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.
There are four different types of questions:
A. "Right There"
Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.
Example: Who is Frog's friend? Answer: Toad
Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.
Example: Who is Frog's friend? Answer: Toad
B."Think and Search"
Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer.
Example: Why was Frog sad? Answer: His friend was leaving.
Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer.
Example: Why was Frog sad? Answer: His friend was leaving.
C. "Author and You"
Questions require students to use what they already know, with what they have learned from reading the text. Student must understand the text and relate it to their prior knowledge before answering the question.
Example: How do you think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away.
Questions require students to use what they already know, with what they have learned from reading the text. Student must understand the text and relate it to their prior knowledge before answering the question.
Example: How do you think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away.
D."On Your Own"
Questions are answered based on a student's prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.
Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her.
Questions are answered based on a student's prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.
Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her.
5. Generating questions
By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can be taught to ask main idea questions that relate to important information in a text.
By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can be taught to ask main idea questions that relate to important information in a text.
6. Recognizing story structure
In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension.
In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension.
7. Summarizing
Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:
Identify or generate main ideas, Connect the main or central ideas,
Eliminate unnecessary information,
Remember what they read.
Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:
Identify or generate main ideas, Connect the main or central ideas,
Eliminate unnecessary information,
Remember what they read.
•Dr. SHAKILA BANU UNV
To instill the reading skills in the early primary level we should teach the phonological
Phonics
Vocabulary
Writing
Identifying .
Before the kid starts going to school mother being the FIRST TEACHER should start teaching the letters and make some beautiful flash cards .
I would like to quote the best example what my elder brother in law had told me when my elder son was one n half year old.He had prepared a book and told me to teach him so that he can remember .The logic behind writing the book is he told if these things are taught to the kids till the age of 3years it remains in the memory of that kid till the last breath and they can recall it at what ever stage.
I have kept that book till now and I thought to my younger son the same book.Hand written book with alphabets in mother tounge and in English.(I can share one page of the book)
So the phonics also play a great role in improving the reading skills at an early age.
After teaching phonics with action it becomes easy for kids to identify read and write which I have practically seen with my son and in my school.
Phonics not only improves identifying the words but also improves pronunciation nd vocabulary.
To sum up reading can be made easy with the above steps .
To instill the reading skills in the early primary level we should teach the phonological
Phonics
Vocabulary
Writing
Identifying .
Before the kid starts going to school mother being the FIRST TEACHER should start teaching the letters and make some beautiful flash cards .
I would like to quote the best example what my elder brother in law had told me when my elder son was one n half year old.He had prepared a book and told me to teach him so that he can remember .The logic behind writing the book is he told if these things are taught to the kids till the age of 3years it remains in the memory of that kid till the last breath and they can recall it at what ever stage.
I have kept that book till now and I thought to my younger son the same book.Hand written book with alphabets in mother tounge and in English.(I can share one page of the book)
So the phonics also play a great role in improving the reading skills at an early age.
After teaching phonics with action it becomes easy for kids to identify read and write which I have practically seen with my son and in my school.
Phonics not only improves identifying the words but also improves pronunciation nd vocabulary.
To sum up reading can be made easy with the above steps .
•Mrs Tausri Bhattacharya
We can also use phonetics to teach words which makes it easier for them to read as they are sound based.
It helps them in pronounciation and spellings.
We can also use phonetics to teach words which makes it easier for them to read as they are sound based.
It helps them in pronounciation and spellings.
•Dr Geeta Shukla UNV
Providing happy relaxed space surrounded by many books full of colored picture,
Providing happy relaxed space surrounded by many books full of colored picture,
Not asking or instructing much, just exploring and some very simple casual questions about book , like kind of interaction
Will give the feeling Of pleasure
No pressure of reading ,will encourage more reading
Parents involvement at night time reading sessions will also help.
•Dr. Sangeeta Sinha
In the foundation early years, child learns what he sees...in order to make it effective, books should be pictorial colourful and catchy...... unless the child finds it interesting he or she will not try to learn....nor vl take it in the hand....
In the foundation early years, child learns what he sees...in order to make it effective, books should be pictorial colourful and catchy...... unless the child finds it interesting he or she will not try to learn....nor vl take it in the hand....
Reading habits can b inculcated in the initial years....we can see the difference in every day basis....those with the good reading habits developed critical and logical thinking.... hence chances of failure is comparatively less.....and learning is more...
•Mr. Neeraj Mohan Puri UNV
I endorse the point of view of Mr Azeez and Mrs Nidhi. I addition to this, to accelerate the pace and stimulate the interest of reading we can set up reading gallery/zone in a class. Where books of almost every area to be displayed. Once the child has done away with his routine class work he could be permitted to browse the books. This would not only inculcate the reading habits but at the same moment passive time would be utilized constructively. Book bank can also be created in every class. Where in every student should be made to contribute at least 1 book during the year. In addition to this every Saturday should be declared as a reading day. Every language teacher in their concerned period should prompt students to read newspaper/ magazine/novel / holy books like Gita/ Kuran/Bible etc in their presence. This activity will act as a double edged sword, spirituality along with reading activity could be promoted simultaneously.
I endorse the point of view of Mr Azeez and Mrs Nidhi. I addition to this, to accelerate the pace and stimulate the interest of reading we can set up reading gallery/zone in a class. Where books of almost every area to be displayed. Once the child has done away with his routine class work he could be permitted to browse the books. This would not only inculcate the reading habits but at the same moment passive time would be utilized constructively. Book bank can also be created in every class. Where in every student should be made to contribute at least 1 book during the year. In addition to this every Saturday should be declared as a reading day. Every language teacher in their concerned period should prompt students to read newspaper/ magazine/novel / holy books like Gita/ Kuran/Bible etc in their presence. This activity will act as a double edged sword, spirituality along with reading activity could be promoted simultaneously.
•Mrs Afroze sultana UNV
Reading in early years promotes brain development and imagination, helps children develop vocabulary and language, creates curiosity ,
Children can be encouraged to read the sight words, word wall, reading cards, storybooks, phonics and phonemic awareness, Songs and Rhymes , Dramatic play can be used as effective strategies in developing reading skills .
Reading can benefit children of all ages,set up a specific time for your preschooler to read aloud read wonderful books with picture Illustration you can expose your child to variety of terms let them get familiar with the new terms , after you read to them ask them questions related to your reading .Visit to a library to pickup variety of books. Help your child learn to read through rhyming words and phonic stories.
Reading in early years promotes brain development and imagination, helps children develop vocabulary and language, creates curiosity ,
Children can be encouraged to read the sight words, word wall, reading cards, storybooks, phonics and phonemic awareness, Songs and Rhymes , Dramatic play can be used as effective strategies in developing reading skills .
Reading can benefit children of all ages,set up a specific time for your preschooler to read aloud read wonderful books with picture Illustration you can expose your child to variety of terms let them get familiar with the new terms , after you read to them ask them questions related to your reading .Visit to a library to pickup variety of books. Help your child learn to read through rhyming words and phonic stories.
•Mrs. Vijayalakshmi Menon UNV
[19/07 6:31 pm] Mrs Vijayalakshmi Menon UNV: I suggest a game to improve reading skills ,which I had tried and been successful to some extent. Divided the students into groups each group will be given an alphabet from the lesson ,and ask them to read and write down all the words starting with that alphabet. It was fun for them . The teacher should read the lesson to know which are the alphabets in lesson
[19/07 6:31 pm] Mrs Vijayalakshmi Menon UNV: I suggest a game to improve reading skills ,which I had tried and been successful to some extent. Divided the students into groups each group will be given an alphabet from the lesson ,and ask them to read and write down all the words starting with that alphabet. It was fun for them . The teacher should read the lesson to know which are the alphabets in lesson
•Mrs Phani UNV
It is very interesting for children to have classroom library. Each child in a class will bring a book or two from home and set up a library otheir own. A librarian is appointed in turns so that all the children will have first hand experience of book keeping and the responsibility of being a librarian.
It is very interesting for children to have classroom library. Each child in a class will bring a book or two from home and set up a library otheir own. A librarian is appointed in turns so that all the children will have first hand experience of book keeping and the responsibility of being a librarian.
•Mrs. Jemi Sudhakar UNV
The main strategies for reading in Primary level ....
The main strategies for reading in Primary level ....
We should ...
Focus on Fluency and Phonics Simultaneously. Phonics and fluency truly go hand in hand – you can't really have one without the other. ...
Explicitly Teach and Display Strategies. ...
Graphic Organizers. ...
Word Walls.
More Than Just Books. ...
Voice and Choice. ...
Integrate Technology. ...
•Dr. Akhilesh Jain
Its good point to find the root of issues....as stated here post 15-20 mins there will be distraction...what can be done to stop that...or do we accept the distraction as a rest time for brain and then again start refocusing
•Mrs. Seema Arora: I think a teacher should be innovative enough to bring back attention by giving 2 minutes gap therapy or with a small activity
•Dr. Akhilesh Jain
Yes , true....so now
1. Distraction and its types
2. Resolution and means to bring attention
•Mr. Abhishek Raj Gupta: Teachers are innovative sir, only thing that lacks is their training, and continuous development.
As schools we already invest a lot in the same, and sometimes resources are even wasted as there many phony people/ trainers with good marketing.
25 Ways to Obtain Children's Attention in a School Setting
By Leah Davies, M.Ed.
There are countless times when educators need their students' undivided attention. The following methods are best taught during the first weeks of school. These ideas can assist teachers in providing an ordered and safe learning environment for everyone.
1. Hold up your hand and say, "Give Me Five." The children put their hands in the air and shout "five!" As they count down to one, they get progressively quieter until "one" is said in a whisper. Or, after saying, "Give me five," everyone puts their hand in the air and counts loudly using their fingers from 1 to 5.
2. Teach the children that the five fingers on their right hand stand for the five things they must do when you hold up your hand. Say, "Give me five," and wait until all the children hold up their hand. Then lead them in saying the five things together.
(1) Eyes -- look
(2) Ears -- listen
(3) Mouth -- closed
(4) Hands -- still
(5) Feet -- quiet
Later when you say, "Give me five," the children are to think of these five things and hold up their hand to show they are ready to listen.
3. Clap or tap in a pattern, for example, clap slowly twice and then clap fast three times. The students are to stop what they are doing and repeat the pattern. If necessary, do it again until all children have responded and are quiet. You may want to vary the pattern.
4. Shake a shaker, touch a wind chime, ring a bell, play quiet music or use any kind of sound maker as a signal for students to be attentive.
5. Raise you hand and stand still until the students are quiet. Or, raise your right hand and put the index finger of your left hand on your lips. The children are to do the same. Another idea is to hold up three fingers which is a silent signal for "Stop, look, listen." Then wait until all the children have their three fingers up and are quiet.
6. Say, in a normal tone of voice, "Clap once if you can hear me." Those listening will quiet down and clap one time. Then say, "Clap twice if you can hear me." More children respond with two claps. Finally say, "Clap three times if you can hear me." By this time you should have the attention of your students.
7. When you say, "Voices," teach the children to respond with a quiet, "Shhh..." Use it if the children are too loud. If you want their attention, say, "Voices" again and they respond with a quieter, "Shhh..." Say it a third time very quietly, "Voices." All students should be quiet and ready to listen.
8. Tell your students that they will be playing, "The Still Waters Game" often, and that they will know the game has begun when you say, "1, 2, 3, 3, 2, 1 still waters has begun." Ask them to freeze like an ice cube and remain silent when they hear that sentence. Time the children to see how long they can remain still. The goal is to beat their best time. Hold your fist in the air and each time you see someone move or talk, put a finger up. Once you have all five fingers up, check your watch and tell the class how long they were able to remain still.
9. Practice having the children stop, look at the teacher and listen when the lights are flicked off and on.
10. Teach the difference between being silly and serious. Tell them that there is room for both of these behaviors. Then practice by saying, "Act silly!" Let them be silly. Then say, "Now, act serious." Model this often at the beginning of the year so when you say, "I need to have serious behavior," they respond accordingly and are attentive.
11. Use a count down or count up system. Say, "You have until five to be ready for....... 1, 2, 3, 4, 5." Start a count down at whatever number you think the students need to be ready. For example, start with 5, 10 or 15 depending on the activity to be put away.
12. Say, "Boys and Girls…" and then write numbers as a countdown on the board from 5-4-3-2-1. The idea is that there is a consequence if you reach one before receiving everyone's attention. For example, a child talking may have to move or lose some free time, or use some other outcome for the whole class. Another idea is to hold up your hand and count silently to five on your fingers as you look at a watch. Teach the students if they do not become quiet by the count of five, their recess time will be cut by the amount of time it takes them to become quiet.
13. Use an old fashioned desk bell that you can tap. One tap means the class is getting too loud. Two taps mean that they need to stop what they are doing and listen.
14. Use a target word for a day or week. Have the students pick one that is related to what they are studying. For example, pioneer, Ohio, or fossils. When you say the word, the children stop, look and wait for directions. Or, the children could respond with a definition or short response to the target word; for example, if you said, "Ohio," the students would respond, "The buckeye state." Other call backs could include "spaghetti" -- "meatballs," or "Abraham" -- "Lincoln." Let the students suggest new words to be used.
15. Use a piece of poster board to make a noise level monitor. On the left side label it 1, 2, 3, and on the right side, list the type of noise acceptable for each. For example:
1 - No talking
2 - Whispering
3 - Normal talking
Use a large clip to indicate the acceptable noise level at any given time.
16. Say "1, 2, 3, eyes on me" and the children say back, "1, 2, 3, eyes on you," with their faces turned toward you and looking at your eyes. Or, say "1, 2, 3, Look at me" in a sing song voice. Another teacher-child response idea is for the teacher to say, "Hey, oh," and the children reply "Oh, hey." Or, the teacher says, "Freeze, please." And after giving instructions, the children say, "Melt."
17. Use, "Teacher Says," like "Simon Says." For example, "Teacher says, touch your nose," "Clap once," or "Teacher says, look at me."
18. Say in a robotic voice, "Miss Moore to Class - Come in class" and smile! This method can be used with individual students as well. Or, use a special phrase when something is really important; for example, say, "Mrs. Brown's class..." instead of saying, "Boys and girls."
19. Buy a large rain stick at a science store. When you turn it over, it sounds like rain falling. When the children hear the sound, they are to stop what they are doing and listen.
20. For an assembly of the student body shout the school name and have the children respond with the name of the school mascot, i.e. the administrator shouts, "Memorial" and the children respond with, "Bulldog!" After they shout the mascot name they are to be silent.
21. Let your voice get quieter and quieter as a signal for the children to be quiet. Talk softer or not at all until they are still. Or say softly, "Tootsie Roll, Lollipop, we`ve been talking, now let's stop."
22.Teach young children the following chant:
Teacher says; "1, 2." Children say: "Eyes on you."
Teacher: "3, 4." Children: "Crisscross on the floor."
Teacher: "5, 6." Children: "No more tricks."
Teacher: "7, 8." Children: "Sit up straight."
Teacher, "9, 10." Children, "Let's begin!"
23. Sing the following words to the Frere Jacques tune: "Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look at me, look at me." Other ways to end the song are: "Snap your fingers" or "Pat your head."
24. Sit in your chair and start singing one song after another with no pauses. The children all join in the singing and come to group time. You can do the same thing with poetry. Start reciting poems that the children know and they will repeat them with you as they join the group.
25. Use motions like circling your hands quickly, then slow down and clap. You can also do the motions to a song like the "Itsy, Bitsy Spider.' When all of the children are copying the gestures silently, sing the song through.
There are many other ways similar to the same.
Focus on Fluency and Phonics Simultaneously. Phonics and fluency truly go hand in hand – you can't really have one without the other. ...
Explicitly Teach and Display Strategies. ...
Graphic Organizers. ...
Word Walls.
More Than Just Books. ...
Voice and Choice. ...
Integrate Technology. ...
•Dr. Akhilesh Jain
Its good point to find the root of issues....as stated here post 15-20 mins there will be distraction...what can be done to stop that...or do we accept the distraction as a rest time for brain and then again start refocusing
•Mrs. Seema Arora: I think a teacher should be innovative enough to bring back attention by giving 2 minutes gap therapy or with a small activity
•Dr. Akhilesh Jain
Yes , true....so now
1. Distraction and its types
2. Resolution and means to bring attention
•Mr. Abhishek Raj Gupta: Teachers are innovative sir, only thing that lacks is their training, and continuous development.
As schools we already invest a lot in the same, and sometimes resources are even wasted as there many phony people/ trainers with good marketing.
25 Ways to Obtain Children's Attention in a School Setting
By Leah Davies, M.Ed.
There are countless times when educators need their students' undivided attention. The following methods are best taught during the first weeks of school. These ideas can assist teachers in providing an ordered and safe learning environment for everyone.
1. Hold up your hand and say, "Give Me Five." The children put their hands in the air and shout "five!" As they count down to one, they get progressively quieter until "one" is said in a whisper. Or, after saying, "Give me five," everyone puts their hand in the air and counts loudly using their fingers from 1 to 5.
2. Teach the children that the five fingers on their right hand stand for the five things they must do when you hold up your hand. Say, "Give me five," and wait until all the children hold up their hand. Then lead them in saying the five things together.
(1) Eyes -- look
(2) Ears -- listen
(3) Mouth -- closed
(4) Hands -- still
(5) Feet -- quiet
Later when you say, "Give me five," the children are to think of these five things and hold up their hand to show they are ready to listen.
3. Clap or tap in a pattern, for example, clap slowly twice and then clap fast three times. The students are to stop what they are doing and repeat the pattern. If necessary, do it again until all children have responded and are quiet. You may want to vary the pattern.
4. Shake a shaker, touch a wind chime, ring a bell, play quiet music or use any kind of sound maker as a signal for students to be attentive.
5. Raise you hand and stand still until the students are quiet. Or, raise your right hand and put the index finger of your left hand on your lips. The children are to do the same. Another idea is to hold up three fingers which is a silent signal for "Stop, look, listen." Then wait until all the children have their three fingers up and are quiet.
6. Say, in a normal tone of voice, "Clap once if you can hear me." Those listening will quiet down and clap one time. Then say, "Clap twice if you can hear me." More children respond with two claps. Finally say, "Clap three times if you can hear me." By this time you should have the attention of your students.
7. When you say, "Voices," teach the children to respond with a quiet, "Shhh..." Use it if the children are too loud. If you want their attention, say, "Voices" again and they respond with a quieter, "Shhh..." Say it a third time very quietly, "Voices." All students should be quiet and ready to listen.
8. Tell your students that they will be playing, "The Still Waters Game" often, and that they will know the game has begun when you say, "1, 2, 3, 3, 2, 1 still waters has begun." Ask them to freeze like an ice cube and remain silent when they hear that sentence. Time the children to see how long they can remain still. The goal is to beat their best time. Hold your fist in the air and each time you see someone move or talk, put a finger up. Once you have all five fingers up, check your watch and tell the class how long they were able to remain still.
9. Practice having the children stop, look at the teacher and listen when the lights are flicked off and on.
10. Teach the difference between being silly and serious. Tell them that there is room for both of these behaviors. Then practice by saying, "Act silly!" Let them be silly. Then say, "Now, act serious." Model this often at the beginning of the year so when you say, "I need to have serious behavior," they respond accordingly and are attentive.
11. Use a count down or count up system. Say, "You have until five to be ready for....... 1, 2, 3, 4, 5." Start a count down at whatever number you think the students need to be ready. For example, start with 5, 10 or 15 depending on the activity to be put away.
12. Say, "Boys and Girls…" and then write numbers as a countdown on the board from 5-4-3-2-1. The idea is that there is a consequence if you reach one before receiving everyone's attention. For example, a child talking may have to move or lose some free time, or use some other outcome for the whole class. Another idea is to hold up your hand and count silently to five on your fingers as you look at a watch. Teach the students if they do not become quiet by the count of five, their recess time will be cut by the amount of time it takes them to become quiet.
13. Use an old fashioned desk bell that you can tap. One tap means the class is getting too loud. Two taps mean that they need to stop what they are doing and listen.
14. Use a target word for a day or week. Have the students pick one that is related to what they are studying. For example, pioneer, Ohio, or fossils. When you say the word, the children stop, look and wait for directions. Or, the children could respond with a definition or short response to the target word; for example, if you said, "Ohio," the students would respond, "The buckeye state." Other call backs could include "spaghetti" -- "meatballs," or "Abraham" -- "Lincoln." Let the students suggest new words to be used.
15. Use a piece of poster board to make a noise level monitor. On the left side label it 1, 2, 3, and on the right side, list the type of noise acceptable for each. For example:
1 - No talking
2 - Whispering
3 - Normal talking
Use a large clip to indicate the acceptable noise level at any given time.
16. Say "1, 2, 3, eyes on me" and the children say back, "1, 2, 3, eyes on you," with their faces turned toward you and looking at your eyes. Or, say "1, 2, 3, Look at me" in a sing song voice. Another teacher-child response idea is for the teacher to say, "Hey, oh," and the children reply "Oh, hey." Or, the teacher says, "Freeze, please." And after giving instructions, the children say, "Melt."
17. Use, "Teacher Says," like "Simon Says." For example, "Teacher says, touch your nose," "Clap once," or "Teacher says, look at me."
18. Say in a robotic voice, "Miss Moore to Class - Come in class" and smile! This method can be used with individual students as well. Or, use a special phrase when something is really important; for example, say, "Mrs. Brown's class..." instead of saying, "Boys and girls."
19. Buy a large rain stick at a science store. When you turn it over, it sounds like rain falling. When the children hear the sound, they are to stop what they are doing and listen.
20. For an assembly of the student body shout the school name and have the children respond with the name of the school mascot, i.e. the administrator shouts, "Memorial" and the children respond with, "Bulldog!" After they shout the mascot name they are to be silent.
21. Let your voice get quieter and quieter as a signal for the children to be quiet. Talk softer or not at all until they are still. Or say softly, "Tootsie Roll, Lollipop, we`ve been talking, now let's stop."
22.Teach young children the following chant:
Teacher says; "1, 2." Children say: "Eyes on you."
Teacher: "3, 4." Children: "Crisscross on the floor."
Teacher: "5, 6." Children: "No more tricks."
Teacher: "7, 8." Children: "Sit up straight."
Teacher, "9, 10." Children, "Let's begin!"
23. Sing the following words to the Frere Jacques tune: "Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look at me, look at me." Other ways to end the song are: "Snap your fingers" or "Pat your head."
24. Sit in your chair and start singing one song after another with no pauses. The children all join in the singing and come to group time. You can do the same thing with poetry. Start reciting poems that the children know and they will repeat them with you as they join the group.
25. Use motions like circling your hands quickly, then slow down and clap. You can also do the motions to a song like the "Itsy, Bitsy Spider.' When all of the children are copying the gestures silently, sing the song through.
There are many other ways similar to the same.
Comments
Post a Comment