Signals

Signals

Since the goal of Corrective Mathematics is to teach every student, it is essential for teachers to receive clear feedback from them. The fastest and most efficient way of getting feedback is through choral student responses. 

A ‘signal’ in the lesson is a cue that all students respond to together. By using signals and group responses, teachers: 

• increase the chances of all students initiating a response  
• give students as many practice opportunities as possible  
• hear students’ responses and receive information about their understanding 
• correct errors.

All the signals in Corrective Mathematics follow these simple steps.

• Talk first: Give directions, point to a task or ask a question.
• Pause: Pause for a few seconds to allow the students thinking time to answer the question. Places where teachers pause are marked as (Pause.).
• Cue: Provide a cue, such as ‘get ready’ to let students know the signal is coming. 
• Signal: Use appropriate signals (Hand-Drop Signal, Audible Signal, and Point–Touch Signal) depending on the exercise.