Walter Geerts & René van Kralingen - The Teachers' Handbook

3.4 Storytelling

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3.4.1 Considerations

3.4.2 Structure

3.5 Asking questions

3.5.1 Instructional conversation

3.5.2 Group discussion

3.5.3 How can you ask questions effectively? 3.5.4 Asking questions at the intended cognitive level

3.6 Activities for collaborative learning

3.6.1 Check in pairs 3.6.2 Numbered heads 3.6.3 Think–pair–share

3.6.4 The three-step interview

3.6.5 Expert groups

3.7 Supporting larger projects

3.7.1 Three techniques to ask supportive questions 3.7.2 Interim presentation and evaluation

3.8 Various classroom activities

3.8.1 Energisers

3.8.2 Classroom Activities ABC

3.9 Reflection

4

How do I keep order?

4.1 Communication in order: Leary’s Rose

4.1.1 Desired relationships 4.1.2 Different behaviours

4.1.3 How do you bring it into practice?

4.2 The five skills of Kounin

4.3 Classroom management: Continuous signal

4.3.1 Importance

4.3.2 Good Preparation 4.3.3 Implementation 4.3.4 Transitional moments

4.3.5 Transition between activities

4.3.6 Changing focus

4.3.7 Student-controlled continuous signal

4.4 Classroom management: Alertness and the ripple effect

4.4.1 Importance

4.4.2 Names

4.4.3 A sign of leadership 4.4.4 In word and gesture 4.4.5 Student-driven alertness