Correcting Errors Informs Teaching Decisions

Teacher, Malik, is teaching a maths lesson. He notices that a third of his students are consistently answering after the signal. He stops the lesson and addresses the signalling error directly by saying, ‘You’re not answering on the signal. I need everybody to answer on my signal.’ He repeats the exercise, making sure that his signal is clear, he is giving appropriate think time, his timing is consistent and he is praising students who respond on the signal.