Because it [modeling] proves to the rest of your class that it can be done. It proves that one of their own can perform the task, routine, or objective as well as the teacher—and without a stitch of help.
It removes any and every excuse before they even have a chance to try it themselves. It makes the statement, far better than anything you can say, that the expectation isn’t to kind-sorta follow your directions, but to mirror them in every respect.
Along with modeling is that notion of high-expectations. EXPECT your students to live up towards them and word towards them, in both behavior and academic work and push them beyond where they think they currently are. In Hattie's work, student expectations was ranked #1 with an effect of 1.44. What does this mean? This strategy involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations. Once a student has performed at a level that is beyond their own expectations, he or she gains confidence in his or her learning ability. To do this, we need to hold high expectations for all students; creating models for students visualize themselves succeeding. This might be as simple as that student lining up nicely for lunch recess or as complicated as reaching an academic goal.
Teacher and student modeling are powerful. Show them what you expect. Lead them from the beginning, through every step, to a successful finish.
- Find resources for implementing Lucy right from the Readers and Writers Project. Check under the resource menu.
- Do you know what standards you are teaching and what they mean? Remember to use the states unpacked standards. It will help give you an idea of where students are coming from and where they are going to for each reading and math standard. Just click ELA or math to get you started.