IMPLEMENTING STATEMENTS AND
Using statements and questions within the classroom has three objectives.
The first is knowing how to present them so they have a chance to change
the probability of students' behavior. They must have clear direction and
be more than faint praise. The second is knowing when to present statements and questions so that instructional time is maximized and student
work goes essentially uninterrupted. With knowledge of the first two objectives, it is possible to embark on the third: to arrange statements and
questions over time to gradually improve the quantity and quality of student SM and academic behavior. This chapter tells you how to achieve all
HOW TO PRESENT STATEMENTS AND QUESTIONS
For statements and questions to function as described in Chapters 6 and 7, six presentation rules are important.
|1. ||Believe in the importance of what you are saying.|
|2. ||Make your presentation relaxed and positive.|
|3. ||Clearly identify the person or group to whom you are talking.|
|4. ||Use a positive, varying tone of voice.|
|5. ||Keep your presentation short and clear.|
|6. ||Match your presentation to the age level of your students.
(1) The planning performed in the earlier chapters should support your
belief in their importance. (2) By building and practicing statements and