Tools for Participation Transcript

LINDSAY YOUNG [sync]
00:00:00 Okay, so, we only have this much time to score. So, guys, we’re going to have to pick it up just a little bit. Rita, will you come up here and keep score for the next two? Okay…
LINDSAY YOUNG
00:00:10 I’m constantly thinking, “How do I keep the students from getting bored? How do I keep them actively engaged?”
GREY & BLACK JACKET
00:00:15 He looks serious. He’s leaning down to books- into books.
LINDSAY YOUNG [sync]
00:00:19 Okay. Excellent, but that was…
LINDSAY YOUNG
00:00:20 I teach a mild to moderate special education class, 9th through 12th grade English language development. I need to make sure that they’re somehow actively engaged.
00:00:31 [TITLE: Tools for Participation]
[TITLE: A Classroom Strategy]
LINDSAY YOUNG
00:00:35 One tool that I brought in to kind of make the class more fun and add variety was a laser pointer.
LINDSAY YOUNG [sync]
00:00:41 I’m going to ask you guys to look at the setting. And what is the setting?
LINDSAY YOUNG
00:00:45 I was thinking, “Okay, whole group instruction. How can I kind of just spice this up or make it a little more fun?” And I thought, “You know what? We’ve learned literal as pointing to something. I have a laser pointer. I’m going to do that. And then afterwards, I’m going to pass the laser pointer so the students can kind of feel empowered and show us what they’re talking about.”
LINDSAY YOUNG [sync]
00:01:05 And what is the setting?
DAVID
The background.
LINDSAY YOUNG [sync]
The background. Thank you, David. And because you said that, I’m gonna give you the laser pointer first. Can you make a literal observation – something that you can point to – that’s in the background?
DAVID
00:00:18 Portrait in the background.
00:01:20 [TITLE: CLASSROOM STRATEGY]
[TITLE: Pass the laser pointer to physically engage students during whole class instruction]
LINDSAY YOUNG
00:01:25 When it was time for them to share, I passed it. It’s a tool of empowerment and also fun to use.
LINDSAY YOUNG [sync]
00:01:32 So, let’s go on. Next group. So, we’re going to put 10 minutes on the timer, do it again, and this time we’re doing Group Number Three.
LINDSAY YOUNG
00:01:39 I love the time timer. The timer really helps students stick to their routines. The routines can be scheduled, as in they know they eight to ten minutes to finish their warm up, or they can be scheduled by me on the spot. Like, “You have 15 minutes in your teacher-led groups today. Be prepared to report out at the end of the 15 minutes.”

00:02:03 It’s really helpful because they can look up and see how much time they have, not only in numbers, but visually.
00:02:12 [TITLE: CLASSROOM STRATEGY]
[TITLE: A classroom timer provides a visual reference for students to manage their time]
LINDSAY YOUNG [sync]
00:02:13 One more category, one more category. Here’s your last chance to get points on this group. Let’s hear about the props.
LINDSAY YOUNG
00:02:18 The timer also provides a sense of structure for them. They know if it’s a task that they don’t particularly find interesting, they know they’re going to be done in 15 minutes. It just allows them to power through.
LINDSAY YOUNG [sync]
00:02:32 And this is the last portrait in the competition.
LINDSAY YOUNG
00:02:37 And if it’s something they love then they can savor those 15 minutes. Either way, it’s just a good tool to kind of create a structured classroom.
00:02:51 ***FILE END***