Students do not get Adequate Practice and Confidence Drops

Students do not get Adequate Practice and Confidence Drops

During a spelling lesson, Helena (teacher) is teaching a ‘segmentation’ exercise. She focuses student’s attention by saying, “Listen: ‘Grape’. Say it”. Helena uses the ‘hand-drop signal’ at the same time as she gives the cue. She does not allow ‘think time’ and the students become confused and hesitate. Not all students provide their individual response, “Grape” at the same time. Helena continues with the exercise. “What’s the first sound?” This time, Helena completes all parts of the signal and students respond, “g”. She then moves quickly through the remaining sounds. The timing of her signals is inconsistent, and as a result, she goes back and repeats some sounds for students. Her students are not provided with adequate practise to ensure they are firm. When Helena calls on individual students to say the sounds in the words ‘cape’, ‘shape’, and ‘drape’ during individual turns, the students are hesitant and not confident in their responses. They make mistakes, and, over time, lose confidence that they can answer correctly in front of their peers.