Done right, modeling has the power to teach your students virtually anything you want them to be able to do.
And in a way they won’t soon forget.
The problem, however, is that most teachers don’t model very well.
They gloss over details. They rush through important steps. They cut short what should be a thorough and engaging process.
They also tend to talk too much, adding information that only distract students from learning.
One sure way to avoid these mistakes, while at the same time ensuring excellent instruction, is to model in silence.
Here’s why:
It makes you more interesting.
When you take away your ability to talk, you naturally become more demonstrative and therefore more interesting to your students. Your body language, facial expressions, and movements—out of sheer necessity—become compelling and communicative, attracting every eye in the room.
It purifies your instruction.
When you model in silence, you’re assured of providing the purest form of instruction. You never have to worry that the wrong choice of words—or too many words—might taint, confuse, bore, or draw your students away from what you want them to learn.
It makes paying attention easy.
Although you still have to ask for attention before beginning any modeling exercise, once you have it, you’ll have far less trouble keeping it. By narrowing the senses your students need to one, following along and understanding what you expect becomes easy.
It triggers an unforgettable movie in their mind.
When you model in a silent but highly detailed way—as if you’re an actual student completing the precise steps you want them to take—they will see themselves in their mind’s eye successfully doing the same, which then sticks in their memory.
It allows direct access.
When you model wordlessly, all students—including second language learners—have direct access to your best instruction. No one is left to fend for themselves, ask a neighbor, or guess what you expect from them. Its simplicity removes impediments to learning.
It improves performance.
The best feature of silent modeling is that it improves performance. As soon as you release your students to practice what they’ve learned, you’ll see the very moves, steps, and actions you demonstrated minutes before materialize right in front of you.
Better Teaching
Although silent modeling is good instruction, it’s not a strategy you’ll want to rely on every time you model. The truth is, including carefully chosen words and explanations can be additionally effective.
The good news is that silent modeling will make you better able to do this. It will train you to speak more precisely, thoughtfully, and powerfully. It will shine a light on the importance of being highly detailed, yet simple and on target.
It will keep you focused on delivering what your students need to know to be successful.
And nothing more.
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I tried this the other day for a new activity. The assistant principal happened to observe me. He is now suggesting it to other teachers.
In other news, I have had a epiphany with your classroom management philosophy. I’ve tried my best to be specific with instructions… and then backing off. My class of chatty second graders does not do well under long droning lessons and needless chatter. Once they learned how to listen to directions and work independently, they are able to quickly listen to a quick lesson. Then they are free to get that work finished. No time or need to be squirrely. I can help out and pull small groups as needed while even the squirreliest kid can then get his work done without being forced to listen to a teacher prattle on.
Thanks!
Great to hear, Emily! Thanks for sharing.
Michael
How do classroom management techniques work for an autistic child in a regular classroom?
I have a classroom where an autistic child is in my regular ed. classroom.
The boy is usually off task, gets up & wanders around the classroom, will only focus when an aide works one to one with him, makes comments and noises that distract the class, will not get ready on time so I can take the class to art & science specialists, has melt downs when he gets a consequence.
Can you suggest a management plan that will work for this child?
Should they get more “take a break” opportunities than the other students so he can move around more?Can you please suggest how I can help him learn to follow rules while still being understanding of his special needs.
Thanks, Karen
Hi Karen,
It depends entirely on the student. Therefore, unless I was able to observe you and the student in action, I wouldn’t be able to offer accurate advice.
Michael
Micheal is on point that it is difficult to provide behavior management strategies for your student without observing; however, I teach in a reverse mainstream classroom and have come across this many times. I have found that using visual cue cards, take a break cards and work for cards are very helpful in working with a student like you described. As to your question about ‘breaks’… absolutely some children need more breaks than others. I would suggest using a limited break card (if you are concerned that a student will take advantage of the breaks) and using a visual timer so the student knows when his/her break is over and in addition what will be next (after the break). I hope this helps.
Hi is there any further information on this technique? I would like to see a video of the process if you have any ideas. Thanks Ben
Sorry Ben, we don’t have a video demonstration.
Michael
Hi Michael,
I’m with Ben, above. You are saying that modelling makes an indelible impression. I would appreciate it if you would model modelling, just like we are told to do. I feel, like the students, I need more than words.
Thanks
Mary
Hi Michael,
I agree with the other teachers here. If modeling makes learning stick, shouldn’t we be able to see models of modeling (and as many other classroom management techniques as possible)? You don’t have to offer these for free (because they would take quite an effort and some time to make), but that would be something great to add on to your website (like your e-guides). Thanks!
I agree. I am a little confused because so much of modeling involves sharing my thought process aloud with my students. I would love specific examples of when silent modeling is effective. What kind of lessons etc???