This time of year it isn’t uncommon for students to become particularly uninspired.
It’s the same-old/same-old syndrome.
Every day feels like the one before and motivation ratchets downward. Some simple things you can do to help reverse the trend include:
- changing up your seating arrangement.
- taking lessons outside (weather permitting).
- mixing in more learning games.
- talking less and getting students doing more.
- introducing a new group project.
- telling stories as part of your instruction.
- raising expectations another notch.
- bringing more urgency, humor, and intensity to your lessons.
In other words, any change or novelty can be helpful. This is also smart to do throughout the year to stave off boredom.
However, there is one thing you can do that is especially effective in reversing the trend. It’s something all great teachers do.
I call it detailed modeling.
The first step is to model more frequently. The truth is, few teachers model enough. Most come nowhere near the amount needed to significantly improve student performance.
Effective modeling is an art with its own strategies and techniques. Done well, it’s a game-changer and the path to staggering student achievement.
It’s also interesting to students. It causes them to visualize themselves successfully doing whatever you’re showing them, especially when you allow them to model as well.
Modeling more often will wake your class up and draw them into learning.
However, what really pulls them in is to add exacting and explicit detail. Very few teachers do this, but it’s remarkably effective.
For example, before starting group work you would actually sit at a student’s desk, listen for the “go” signal, collect needed materials, push in your chair, greet your group members, and then begin the work.
Within each of theses movements you would be even more detailed, acting out your facial expressions and explaining your thinking process. You’re essentially providing a mental-visual map to success.
This doesn’t mean militaristic. Your class can appear as relaxed as you choose, but underneath it’s well choreographed.
Detailed modeling also . . .
- improves behavior.
- fills students with purpose.
- provides a tangible way to raise expectations.
- lays out a constant succession of goals to fulfill.
- makes school enjoyable.
- increases focus.
- removes every question regarding what is expected.
- skyrockets independence.
Most importantly, especially for this time of year, it’s a powerful antidote to boredom. Of course, you don’t have to model already proven and well-performed routines.
Anything new, however, will be done better and with more urgency and motivation after it’s modeled in minute detail.
You can have fun with detailed modeling, of course. You can add steps, and even nonsensical steps, to make it more engaging and memorable for students. You can add drama, challenge, whimsy, humor, and much more.
—Which we’ll be sure to cover in future articles.
PS – My new book Unstressed: How to Teach Without Worry, Fear, and Anxiety will be available on March 10th.
Also, if you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.
Thank you, great article! I need to work on my modelling, certainly. Also, last week I re- organised my groups so that the lowest ability group is smaller and can have more individual attention from me and my assistant teacher.
I’m really excited to hear about the new book! Very glad it’s coming out so soon. Looking forward to it very much indeed!
Thank you for your weekly input and I would like to get another of your books. I read this quote today and thought it might encourage my fellow teachers: “ Just because you’re struggling doesn’t mean you’re failing. Every great success requires some type of worthy struggle to get there. And don’t wish away all your days waiting for better ones ahead. Just appreciate where you are. You’ve come a long way, and you’re still learning and growing. Be thankful for the lessons. Take them and make the best of things right now.”
I would love to see more examples of modeling. This year I have done more modeling than ever, but that is still not very much. I’d love to read more about it.
How do you model for life skills students? Too much detail is hard to memorize, digest and demonstrate back to the teacher for them. Keeping it simple and easy to explain might not be enough; and then there is the language aspect and the ability for the students to understand.
I would think short and to the point detail modeling along with picture cards/schedule would help your life skills students. It’s been a very long time since I taught life skills to students but I made tons of picture schedules for my kiddos at the time. Good luck.
As a special education coteacher I’ve been trying to add more modeling to our classroom but there has been some reluctance. I agree, modeling is very important not just at the start of the school year but throughout the year. Thank you for this information.
I sub 5 days/wk, grades 1-8, in a suburban district.
I’m a ham. So I use modeling. I used it a couple of times last week.
I’ll provide an example. But first some background: Virtually always, all grades, I won’t answer questions from a seated student unless they raise their hand and are acknowledged.
With younger grades, I’ll look at them and say, “I wish you’d raised your hand. I know you will next time.” (I call this an affirmative correction.)
With older grades, I simply ignore them and ask the class if they have any questions.
Modeling: Example from last week. True story. 5th grade. During morning work, without any prior explanation, I sat at an unoccupied desk (becoming a student) and said loudly, “Mr. Smith, is recess indoors or outdoors today?” Then I stood up, faced the class, and asked, “Does anybody have any questions?” Then I sat down, put my hand on my chin and gazed upward (the thinking pose, lol), and asked myself out loud, “I wonder why Mr. Smith didn’t answer my question?” Then I put my hand on my shoulder and tapped myself on my neck with my finger. Feigning surprise, I looked at my shoulder and asked out loud, “Who are you?” In reply–with my hand on my shoulder and my fingers opening and closing as if talking– “I’m an angel. Mr. Smith NEVER answers questions unless you raise your hand.” To which I–the “student”– replied, while looking at my shoulder, “Thanks a lot! I’ll remember that.”
Needless to say, the kids LOVE it.
I run a VERY tight ship. I’m a COMMANDER. Modeling–such as described above–is not only effective, but also communicates that I’m a BENEVOLENT COMMANDER….in other words, it communicates that as long as they go along with my program, I’m as good-natured and jolly as St. Nick.
PS–I virtually never: [1] yell (the way that certified female teachers do sometimes); or [2] threaten (e.g., if you keep this up I’m going to write a note to Mrs. Jones); or [3] bribe (I NEVER implement point system or award stickers, etc.); or [4] use sarcasm.
Instead, I wear them down, like water on a rock, by repeating “please turn your voice off” or “please have a seat” or whatever, from the opening bell until the final buzzer.
I love your modeling example. Thank you for sharing.
This is such a great reminder of the power of detailed modeling! I love how it not only improves student engagement but also boosts independence and behavior. The idea of making modeling more explicit and even adding humor or drama is a fantastic way to keep things fresh. Definitely going to try this to re-energize my classroom—thanks for the great tips!