Using Signals Effectively

Using Signals Effectively

During a reading lesson, Kyle (teacher) is taking students through an exercise where students are asked to read the ‘fast way’. Kyle holds the teacher presentation book up so it can be clearly seen by the class. He gives the focus instruction: “You are going to read these words the ‘fast way'”, then “First word”. Kyle holds his finger about two centimetres over the ball of the arrow for the word ‘next’, pausing for one or two seconds to allow for think time. He gives the cue; “What word?” and pauses for one second before sliding his finger decisively along the arrow, then returning his finger back to the ball of the arrow. The students give the correct response, “next”. Kyle affirms his students by saying; “Yes, ‘next'”. Kyle holds his finger about two centimetres over the ball of the arrow for the word ‘under’, pausing for one or two seconds to allow for think time. He says; “What word?” and pauses for one second before sliding his finger decisively along the arrow before returning his finger back to the ball of the arrow. Students give the correct response, “under”. Kyle affirms his students by saying; “Yes, ‘under'”.

During a maths lesson, Taylor (teacher) requires students to answer as a group to identify numbers in their workbooks. She uses an ‘auditory signal’ by snapping her fingers to initiate the response. Taylor gives the instruction; “You are going to read the ‘number'”, focusing the students by saying “First number”. She then pauses for two seconds to allow for think time before giving the cue, “What number?”. She pauses for one second before snapping her fingers. Students give the correct response, “fourteen”. Taylor affirms her students by saying; “Yes, ‘fourteen'”.