Teacher Tips: Changing Style for Student Levels
Below is a list of things that I do that may help you, there is no guarantee that it’ll work, BUT it might!
- What’s your name?
- How are you/How do you feel?
- How old are you?
- What did you do today or what are you going to do today (depending on the level)?
- Is your name ___________________? (the name that is showing up in the window. If the name is hard to pronounce, I usually play it off and say: “Is your name Koby? Momo?)- You can then have the student repeat by prompting: “It is nice to meet you! Can you say “My name is ___________.” And then praise.
- Are you happy? Sad? Mad? (while also modeling the emotions)
- Are you 5 years old, 6 years old, 7 years old, etc..? If they are still not able to answer this question, transition into another question…
- Ask specific activity questions: Did you play outside? Did you do homework? Did you play a sport? OR you can ask, what do you like to do?
- Asking students questions about themselves will help you build a good rapport with them and set the tone for the class.
- When playing the "Magnify" game, I usually say the word, and prompt students to repeat. When I notice a difference in proficiency levels, I tend to have the students repeat the word in different ways. I ask them to say the word slowly, say it a little faster and then say it EVEN faster. I feel that having the students say the word slowly will allow you to listen for students' pronunciation and correct it if needed. Win-win!
- When playing “task” slides where there is more than one activity- I tend to ask students questions and elicit responses as a group and then ask one specific question per student… just to keep students involved and engaged. For example, in the demo 1 classroom, there was a task slide where it asked “What is Koby doing?” then there are prompts that say “jumping, running, etc…”
- Scenario one: I would say “Students, what is Koby doing?” The answer would be “running.” I would model running, and then ask the students to repeat the word, and then I would say, “_____, do you like running?” or something like that and do this until each student has had a turn.
- For the "spelling" activity, when I notice students struggling, I use the text box to help. I usually sound out the word and then spell the word slowly to see if the students can complete the word before I type the whole thing out. I will keep repeating the word until all students are finished. If it is taking up too much time, I just call on 2 students (1 who finished, and 1 who didn't) and ask them to say the word and move on to the next word or activity.
- Also, when there are students who spell the word quickly and are waiting, you can ask that particular student(s) to repeat the word once or twice while the other students finish up OR ask the student to make up a sentence…
- For animation slides, (where students have to repeat dialogue), I would have the students repeat the dialogue as a group and then ask 2 students (1 who is proficient and 1 who needs a little help) to repeat the dialogue. To ensure that the one who needs a little more practice talks, I mute the other student I called on and listen for the dialogue. When they finish I praise BOTH afterward. “Nice job! Diamonds for you!” J
- Also, I tend to pair up students that way so that the students can help each other out. If the more proficient student can say the sentence/dialogue correctly, it may inspire the less proficient student to listen and say it with them. J