Key teacher

interventions
Residencia Pedagógica II
Lorena Stoffel
UAP - 2022
 Being supportive
Showing support:
1. Paying attention
Different ways:
2. Affirm and validate
1. Use people’s names
3. Be especific
2. Good morning!
4. Give honest support
3. Everyday interaction
4. Make eye contact
5. Smile at people
6. Demonstrate joy
7. Show support
8. Look outside the classroom
 Asserting authority
Attracting attention
o Say, ‘listen’
o Tap the table three times
o Ring a little bell
o Turn a rainstick upside
down
o Use any other noise-
making
Gathering authority
o Stand in a good location
o Just wait a little
o When you are ready, say
‘listen’
o Return to your calm
waiting
o Let the room manage itself
as much as posible
Giving instructions

Techniques:
o Indicate the tasks
o Show materials
o Do worked examples
o Demonstrate the task
yourself
o Role play the task with a
student
 Telling
Considerations when preparing
good explanations:
o Clear way to convey the
information
o Time
o Examples, diagrams, etc.
o Learner’s role
o Scope for interaction
o Time for listeners to give feedback
Structuring and delivering an
explanation well:
o Signpost well
o Start with things they know
o Speak to people, not to the room or
to the board
o Use your voice
o Use yourself
o Include visual support
o Beware ‘Death by PowerPoint’
 Eliciting
Techniques: Effective eliciting

o Make sure the class can hear

o Use a natural-sounding ‘slightly puzzled’ intonation
o Elicit, then give feedback
o Wait a bit
o You can’t elicit things they don’t know and can’t guess
o Be careful of asking too many hypothetical questions
o Ask questions that move learners forward
o Remember that you have options in who you ask
o Avoid over-eliciting
 Questioning
Different purposes in
questions:
o Real questions
o Check questions
o Concept questions
Who can I ask?
o The class as a whole, expecting
a choral answer
o The class as a whole, expecting
volunteers to answer
o Specific nominated individuals
o Location-restricted students
o Category-restricted students
o Random students
o Sequences of students
 Being catalytic
The five core strategies of
being catalytic:
1. Pay attention
2. Ask supportive questions
3. Listen supportively
4. Stay with the speaker’s
agenda
5. Beware of the urge to
solve
Toolkit for being catalytic:
1. Summarising
2. Organising the speakers’
thoughts
3. Checking for understanding
4. Echoing last words
5. Selective echoing
 Giving encouragement, feedback and
praise
The aim is to encourage students in appropiate ways and avoid praising when it
may be unhelpful.

The argument for praise The argument against praise

o Praise is seen as encouraging o Praising a student takes away

and motivating. their own ability to reflect on
o Students like feeling noticed and evaluate their own
and encouraged. achievements.
 Giving difficult messages
The aim is to convey bad news or negative messages in a clear and
supportive way.

Telling the truth with love:

o Start: introduce the message
o State: give the message
o Stop: silence and reaction time
 Permitting
emotion
Permitting emotional reactions:
o Do you feel sad?
o I noticed that you seemed upset.
o You seem to be very angry.
Allowing humour:
o Allow humorous events to ‘open
up’ as they emerge.
o Keep an eye open to check if the
joke is unkind or too long.