SlideShare a Scribd company logo
Montag, 27.7.15
KEY TAKE AWAYS (Hauptpunkte)
*** Pick 2 to focus on a day ***
Übung Macht Den Meister!!!!!!!!
Teacher Actions
•What did the teacher say?
•What did the teacher do?
•How did the teacher make student(s)
aware of expectations?
•How did he/she reinforce appropriate
behavior?
•How did he/she respond to inappropriate
behavior?
Students’ Responses
•How did the student(s) react to the teacher
behaviors you included in column 1?
Reflection/Notes/Comments
•What do you think about the strategy or the
students’ response(s)?
Lehrer Aktionen
•Was hat der/die Lehrer(in) gesagt?
•Was hat der/die Lehrer(in) zu tun?
• Wie hat der/die Lehrer(in) zu Schüler
bewusst die Erwartungen?
• Wie hat er / sie angemessen zu verstärken
Verhalten?
• Wie hat er / sie reagieren auf
unangemessenes Verhalten ??
Schüler Antworten
• Wie haben die Schüler(n) reagieren auf die
Lehrer Verhaltensweisen, die Sie in der
Spalte 1 enthalten?
Reflection/Notes/Comments
• Was halten Sie von der Strategie oder der
Studierenden Antwort (en) zu denken?
1. Assume NOTHING, plan for EVERYTHING!
i. How are you coordinating your transition? It needs to be smooth and collaborative.
ii. Don’t think that you are explaining things too much. Break it down!
2. UTILIZE your space, MAXIMIZE your authority.
i. The room is yours! The students in the back of the room should see you as much as
the students in the front. Don’t be afraid to walk and monitor the stage!
ii. “Square Up and Stand Still” = When you speak or give a direction, control your body.
Don’t move. Stand still. Speak firmly and make eye contact.
iii. When you are talking, the students only option is to listen
3. Start off Strong!
i. Don’t be confused by the Honey Moon phase! Say what you mean, and mean what
you say. Don’t be afraid of Strict and Firm.
ii. The earlier you drill these rules, the less you have to do it later
4. What’s your Plan B? (copies, rain, activity)
i. Be prepared. Anything to happen. It’s always good to be able to have an alternate
plan and think on your toes.
5. Stop, Rewind! (Let’s Take a break)
i. Catch and Release = If students are asking many questions after beginning an
activity, that means you didn’t explain it right the first time. Stop everyone. Explain
again.
ii. Feel the room = Do the students look tired? Bored? Confused? Take a TWO-THREE
minute break.
6. Reinforce Expectations / Check for Understanding (Warum sind sie hier?)
i. Do not think you said it too much, or that you’ve asked already!
ii. If students created those rules with you, you need to hold them accountable and
reinforce them throughout the lesson.
iii. “Connect learning” = Never begin an activity without telling why it’s important, how
this applies to what you’re learning, and ESPECIALLY without giving step-by-step
directions.
7. Minor is Major!
i. “Idle time is dangerous time” = Breaks between activities should be filled! Students
shouldn’t be left without anything to do for longer than 30 seconds. They will begin
to create their own plans. Transitions should flow smoothly and quickly.
ii. “Watch your Pace” = Be careful of going too fast without checking for understanding,
or going too slow. Time management and very important. You don’t want to confuse
or bore children.
iii. “If you give them an inch, they will take a mile.” = If a student gets away from 20
seconds of whispering to his/her friend during YOUR listen, then they will try and
go for 30 seconds next time.
iv. “Engagement is from all”. Everyone is accountable (call and response, CFU hand
signals, high expectations)
8. Activate Strong Voice / Make Your Title Be Known
i. “Energy is everything” = Use your personality and let it shine! People respond well
to energy. It’s a great way to keep your students engaged and have fun while
learning.
ii. “Assert Yourself” = You are the teacher. Assume the position!
9. Teacher vs. Friend
i. It’s ok to joke, laugh, and smile with your students. That’s a great way to build
rapport and establish relationships. However, you are NOT their friend. You are not
their age. They will like and respect you just the same if you do this.
10. Modeling Magic
i. Model step-by-step. That creates images for vivid learners, and allows teachers to
show an exemplar of what to expect from students.
ii. The more you model, the less questions and confusion, and the more quality of the
work.

More Related Content

What's hot

Mr Cranstons Classroom Expectations
Mr Cranstons Classroom ExpectationsMr Cranstons Classroom Expectations
Mr Cranstons Classroom Expectations
pcranston
 
Practice Teaching Portfolio Episode 11
Practice Teaching Portfolio Episode 11Practice Teaching Portfolio Episode 11
Practice Teaching Portfolio Episode 11
IA Awa
 
Improving behaviour through explicit teaching - the FAST approach
Improving behaviour through explicit teaching - the FAST approachImproving behaviour through explicit teaching - the FAST approach
Improving behaviour through explicit teaching - the FAST approach
Bertram Richter
 
First days of school
First days of schoolFirst days of school
First days of school
Remy Datu
 
Classroom management plan power point
Classroom management plan power pointClassroom management plan power point
Classroom management plan power point
sharonda1969
 
Real World (Shortened)
Real World (Shortened)Real World (Shortened)
Real World (Shortened)
bambam242
 
Effective Classroom Management
Effective Classroom ManagementEffective Classroom Management
Effective Classroom Management
bambam242
 
How to survive high school
How to survive high schoolHow to survive high school
How to survive high school
buycollege
 
Practice Teaching Portfolio Episode 2
Practice Teaching Portfolio Episode 2Practice Teaching Portfolio Episode 2
Practice Teaching Portfolio Episode 2
IA Awa
 
College Adjustment & Transitioning GFGA 2010
College Adjustment & Transitioning  GFGA  2010College Adjustment & Transitioning  GFGA  2010
College Adjustment & Transitioning GFGA 2010
Tamu Geosciences
 
Classroom management
Classroom managementClassroom management
Classroom management
Ed Bates
 
EP 2 - FS 7
EP 2 - FS 7 EP 2 - FS 7
How to motivate students
How to motivate studentsHow to motivate students
How to motivate students
Johan Syah
 
Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"
Ruschelle Cossid
 
Practice Teaching Portfolio Episode 7
Practice Teaching Portfolio Episode 7Practice Teaching Portfolio Episode 7
Practice Teaching Portfolio Episode 7
IA Awa
 
Managing your professional relationships
Managing your professional relationshipsManaging your professional relationships
Managing your professional relationships
David Deubelbeiss
 
Unit 2 adolescence and disruptions gavin
Unit 2   adolescence and disruptions gavinUnit 2   adolescence and disruptions gavin
Unit 2 adolescence and disruptions gavin
Hashim Alsharif
 
Better teacher
Better teacherBetter teacher
Portfolio project
Portfolio projectPortfolio project
Portfolio project
Matthew Baker
 
Classroom management
Classroom managementClassroom management
Classroom management
rowel
 

What's hot (20)

Mr Cranstons Classroom Expectations
Mr Cranstons Classroom ExpectationsMr Cranstons Classroom Expectations
Mr Cranstons Classroom Expectations
 
Practice Teaching Portfolio Episode 11
Practice Teaching Portfolio Episode 11Practice Teaching Portfolio Episode 11
Practice Teaching Portfolio Episode 11
 
Improving behaviour through explicit teaching - the FAST approach
Improving behaviour through explicit teaching - the FAST approachImproving behaviour through explicit teaching - the FAST approach
Improving behaviour through explicit teaching - the FAST approach
 
First days of school
First days of schoolFirst days of school
First days of school
 
Classroom management plan power point
Classroom management plan power pointClassroom management plan power point
Classroom management plan power point
 
Real World (Shortened)
Real World (Shortened)Real World (Shortened)
Real World (Shortened)
 
Effective Classroom Management
Effective Classroom ManagementEffective Classroom Management
Effective Classroom Management
 
How to survive high school
How to survive high schoolHow to survive high school
How to survive high school
 
Practice Teaching Portfolio Episode 2
Practice Teaching Portfolio Episode 2Practice Teaching Portfolio Episode 2
Practice Teaching Portfolio Episode 2
 
College Adjustment & Transitioning GFGA 2010
College Adjustment & Transitioning  GFGA  2010College Adjustment & Transitioning  GFGA  2010
College Adjustment & Transitioning GFGA 2010
 
Classroom management
Classroom managementClassroom management
Classroom management
 
EP 2 - FS 7
EP 2 - FS 7 EP 2 - FS 7
EP 2 - FS 7
 
How to motivate students
How to motivate studentsHow to motivate students
How to motivate students
 
Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"
 
Practice Teaching Portfolio Episode 7
Practice Teaching Portfolio Episode 7Practice Teaching Portfolio Episode 7
Practice Teaching Portfolio Episode 7
 
Managing your professional relationships
Managing your professional relationshipsManaging your professional relationships
Managing your professional relationships
 
Unit 2 adolescence and disruptions gavin
Unit 2   adolescence and disruptions gavinUnit 2   adolescence and disruptions gavin
Unit 2 adolescence and disruptions gavin
 
Better teacher
Better teacherBetter teacher
Better teacher
 
Portfolio project
Portfolio projectPortfolio project
Portfolio project
 
Classroom management
Classroom managementClassroom management
Classroom management
 

Viewers also liked

LearningElite Nuts & Bolts
LearningElite Nuts & BoltsLearningElite Nuts & Bolts
LearningElite Nuts & Bolts
Human Capital Media
 
Michael Harrington R
Michael Harrington RMichael Harrington R
Michael Harrington R
worldwidebranding
 
Symposium power point
Symposium power pointSymposium power point
Symposium power point
gwaty80
 
Class observation rubric
Class observation rubricClass observation rubric
Class observation rubric
yesenia26
 
Nicole Norris - UDL walk through formative assessment tool 1
Nicole Norris - UDL walk through formative assessment tool 1Nicole Norris - UDL walk through formative assessment tool 1
Nicole Norris - UDL walk through formative assessment tool 1
AffectiveLearningLabs
 
Classroom Observation Form
Classroom Observation FormClassroom Observation Form
Classroom Observation FormJasmyn Wright
 
Walk through supervision.assingment
Walk through supervision.assingmentWalk through supervision.assingment
Walk through supervision.assingment
QuratNaeem
 
iPad teacher observation tool
iPad teacher observation tooliPad teacher observation tool
iPad teacher observation tool
Richard Voltz
 
Conducting Classroom Observation
Conducting Classroom ObservationConducting Classroom Observation
Conducting Classroom Observation
Universidad de la Salle
 
Classroom Observation Form
Classroom Observation FormClassroom Observation Form
Classroom Observation Form
Susan Murphy
 
Class observation checklist (Class stages)
Class observation checklist (Class stages)Class observation checklist (Class stages)
Class observation checklist (Class stages)
David Medina Novoa
 
Evaluation tools 1
Evaluation tools 1Evaluation tools 1
Evaluation tools 1
Khalid Abdullah
 
Classroom Observation (Teacher Development)
Classroom Observation (Teacher Development)Classroom Observation (Teacher Development)
Classroom Observation (Teacher Development)
Phung Huy
 
Teacher feedback form
Teacher feedback formTeacher feedback form
Teacher feedback form
Mathew Lawrence
 
Lesson feedback form 1 and 2
Lesson feedback form 1 and 2Lesson feedback form 1 and 2
Lesson feedback form 1 and 2
jennifer_lawrence
 
Classroom observation
Classroom observationClassroom observation
Classroom observation
Stefan Rathert
 
Observation report-1
Observation report-1Observation report-1
Observation report-1
Crystal Rose-Wainstock
 
Teaching demonstration evaluation form
Teaching demonstration evaluation formTeaching demonstration evaluation form
Teaching demonstration evaluation form
s junaid
 
Presentation evaluation form
Presentation evaluation formPresentation evaluation form
Presentation evaluation form
Anne Holland
 
Pdf.classroom wlkthrough
Pdf.classroom wlkthroughPdf.classroom wlkthrough
Pdf.classroom wlkthrough
susan espiritu
 

Viewers also liked (20)

LearningElite Nuts & Bolts
LearningElite Nuts & BoltsLearningElite Nuts & Bolts
LearningElite Nuts & Bolts
 
Michael Harrington R
Michael Harrington RMichael Harrington R
Michael Harrington R
 
Symposium power point
Symposium power pointSymposium power point
Symposium power point
 
Class observation rubric
Class observation rubricClass observation rubric
Class observation rubric
 
Nicole Norris - UDL walk through formative assessment tool 1
Nicole Norris - UDL walk through formative assessment tool 1Nicole Norris - UDL walk through formative assessment tool 1
Nicole Norris - UDL walk through formative assessment tool 1
 
Classroom Observation Form
Classroom Observation FormClassroom Observation Form
Classroom Observation Form
 
Walk through supervision.assingment
Walk through supervision.assingmentWalk through supervision.assingment
Walk through supervision.assingment
 
iPad teacher observation tool
iPad teacher observation tooliPad teacher observation tool
iPad teacher observation tool
 
Conducting Classroom Observation
Conducting Classroom ObservationConducting Classroom Observation
Conducting Classroom Observation
 
Classroom Observation Form
Classroom Observation FormClassroom Observation Form
Classroom Observation Form
 
Class observation checklist (Class stages)
Class observation checklist (Class stages)Class observation checklist (Class stages)
Class observation checklist (Class stages)
 
Evaluation tools 1
Evaluation tools 1Evaluation tools 1
Evaluation tools 1
 
Classroom Observation (Teacher Development)
Classroom Observation (Teacher Development)Classroom Observation (Teacher Development)
Classroom Observation (Teacher Development)
 
Teacher feedback form
Teacher feedback formTeacher feedback form
Teacher feedback form
 
Lesson feedback form 1 and 2
Lesson feedback form 1 and 2Lesson feedback form 1 and 2
Lesson feedback form 1 and 2
 
Classroom observation
Classroom observationClassroom observation
Classroom observation
 
Observation report-1
Observation report-1Observation report-1
Observation report-1
 
Teaching demonstration evaluation form
Teaching demonstration evaluation formTeaching demonstration evaluation form
Teaching demonstration evaluation form
 
Presentation evaluation form
Presentation evaluation formPresentation evaluation form
Presentation evaluation form
 
Pdf.classroom wlkthrough
Pdf.classroom wlkthroughPdf.classroom wlkthrough
Pdf.classroom wlkthrough
 

Similar to KEY TAKE AWAYS

Teaching strategies in Special Education
Teaching strategies in Special EducationTeaching strategies in Special Education
Teaching strategies in Special Education
Mohsin Aziz Kasher
 
Unit 9-Monitoring 2019.ppt
Unit 9-Monitoring 2019.pptUnit 9-Monitoring 2019.ppt
Unit 9-Monitoring 2019.ppt
DanaiDen1
 
Bh classroom management_13.3.06
Bh classroom management_13.3.06Bh classroom management_13.3.06
Bh classroom management_13.3.06
Sam Sheedy
 
Ppt final 2 parte modal classes
Ppt final   2 parte modal classes Ppt final   2 parte modal classes
Ppt final 2 parte modal classes
Smith Cruz
 
Keeping the PEACE in Middle School
Keeping the PEACE in Middle School Keeping the PEACE in Middle School
Keeping the PEACE in Middle School
Trudy Little
 
How to make your shy learners shine.pdf
How to make your shy learners shine.pdfHow to make your shy learners shine.pdf
How to make your shy learners shine.pdf
Mr Bounab Samir
 
THE ART OF QUESTIONING.ppt
THE ART OF QUESTIONING.pptTHE ART OF QUESTIONING.ppt
THE ART OF QUESTIONING.ppt
PaulBautista26
 
01 classroom mangement
01   classroom mangement01   classroom mangement
01 classroom mangement
smitadas111
 
Behavior Strategies
Behavior StrategiesBehavior Strategies
Behavior Strategies
J C
 
Essential skills for classroom management
Essential skills for classroom management Essential skills for classroom management
Essential skills for classroom management
Ayman Algalladi
 
Classroom management 101
Classroom management 101Classroom management 101
Classroom management 101
tsmallwood
 
Task 4.2
Task 4.2Task 4.2
Classroom management ppt 1
Classroom management ppt 1Classroom management ppt 1
Classroom management ppt 1
Marie Lyn Adezas Agcol
 
Classroom Management (1).ppt
Classroom Management (1).pptClassroom Management (1).ppt
Classroom Management (1).ppt
CyrilleGustilo
 
Classroom Management CORRECT managementONE.ppt
Classroom Management CORRECT  managementONE.pptClassroom Management CORRECT  managementONE.ppt
Classroom Management CORRECT managementONE.ppt
Sonal Agarwal
 
Classroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.ppt
Classroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.pptClassroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.ppt
Classroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.ppt
Dan Lhery Gregorious
 
Classroom Management.ppt
Classroom Management.pptClassroom Management.ppt
Classroom Management.ppt
DaniloLicup3
 
Classroom Management.ppt
Classroom Management.pptClassroom Management.ppt
Classroom Management.ppt
japarharon5
 
Classroom Management Articel.pptx
Classroom Management Articel.pptxClassroom Management Articel.pptx
Classroom Management Articel.pptx
dewabimbel
 
Classroom ManagemenMN99998888t (4).ppt34
Classroom ManagemenMN99998888t (4).ppt34Classroom ManagemenMN99998888t (4).ppt34
Classroom ManagemenMN99998888t (4).ppt34
EferJulianes
 

Similar to KEY TAKE AWAYS (20)

Teaching strategies in Special Education
Teaching strategies in Special EducationTeaching strategies in Special Education
Teaching strategies in Special Education
 
Unit 9-Monitoring 2019.ppt
Unit 9-Monitoring 2019.pptUnit 9-Monitoring 2019.ppt
Unit 9-Monitoring 2019.ppt
 
Bh classroom management_13.3.06
Bh classroom management_13.3.06Bh classroom management_13.3.06
Bh classroom management_13.3.06
 
Ppt final 2 parte modal classes
Ppt final   2 parte modal classes Ppt final   2 parte modal classes
Ppt final 2 parte modal classes
 
Keeping the PEACE in Middle School
Keeping the PEACE in Middle School Keeping the PEACE in Middle School
Keeping the PEACE in Middle School
 
How to make your shy learners shine.pdf
How to make your shy learners shine.pdfHow to make your shy learners shine.pdf
How to make your shy learners shine.pdf
 
THE ART OF QUESTIONING.ppt
THE ART OF QUESTIONING.pptTHE ART OF QUESTIONING.ppt
THE ART OF QUESTIONING.ppt
 
01 classroom mangement
01   classroom mangement01   classroom mangement
01 classroom mangement
 
Behavior Strategies
Behavior StrategiesBehavior Strategies
Behavior Strategies
 
Essential skills for classroom management
Essential skills for classroom management Essential skills for classroom management
Essential skills for classroom management
 
Classroom management 101
Classroom management 101Classroom management 101
Classroom management 101
 
Task 4.2
Task 4.2Task 4.2
Task 4.2
 
Classroom management ppt 1
Classroom management ppt 1Classroom management ppt 1
Classroom management ppt 1
 
Classroom Management (1).ppt
Classroom Management (1).pptClassroom Management (1).ppt
Classroom Management (1).ppt
 
Classroom Management CORRECT managementONE.ppt
Classroom Management CORRECT  managementONE.pptClassroom Management CORRECT  managementONE.ppt
Classroom Management CORRECT managementONE.ppt
 
Classroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.ppt
Classroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.pptClassroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.ppt
Classroaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaom Management.ppt
 
Classroom Management.ppt
Classroom Management.pptClassroom Management.ppt
Classroom Management.ppt
 
Classroom Management.ppt
Classroom Management.pptClassroom Management.ppt
Classroom Management.ppt
 
Classroom Management Articel.pptx
Classroom Management Articel.pptxClassroom Management Articel.pptx
Classroom Management Articel.pptx
 
Classroom ManagemenMN99998888t (4).ppt34
Classroom ManagemenMN99998888t (4).ppt34Classroom ManagemenMN99998888t (4).ppt34
Classroom ManagemenMN99998888t (4).ppt34
 

KEY TAKE AWAYS

  • 1. Montag, 27.7.15 KEY TAKE AWAYS (Hauptpunkte) *** Pick 2 to focus on a day *** Übung Macht Den Meister!!!!!!!! Teacher Actions •What did the teacher say? •What did the teacher do? •How did the teacher make student(s) aware of expectations? •How did he/she reinforce appropriate behavior? •How did he/she respond to inappropriate behavior? Students’ Responses •How did the student(s) react to the teacher behaviors you included in column 1? Reflection/Notes/Comments •What do you think about the strategy or the students’ response(s)? Lehrer Aktionen •Was hat der/die Lehrer(in) gesagt? •Was hat der/die Lehrer(in) zu tun? • Wie hat der/die Lehrer(in) zu Schüler bewusst die Erwartungen? • Wie hat er / sie angemessen zu verstärken Verhalten? • Wie hat er / sie reagieren auf unangemessenes Verhalten ?? Schüler Antworten • Wie haben die Schüler(n) reagieren auf die Lehrer Verhaltensweisen, die Sie in der Spalte 1 enthalten? Reflection/Notes/Comments • Was halten Sie von der Strategie oder der Studierenden Antwort (en) zu denken? 1. Assume NOTHING, plan for EVERYTHING! i. How are you coordinating your transition? It needs to be smooth and collaborative. ii. Don’t think that you are explaining things too much. Break it down! 2. UTILIZE your space, MAXIMIZE your authority. i. The room is yours! The students in the back of the room should see you as much as the students in the front. Don’t be afraid to walk and monitor the stage! ii. “Square Up and Stand Still” = When you speak or give a direction, control your body. Don’t move. Stand still. Speak firmly and make eye contact. iii. When you are talking, the students only option is to listen 3. Start off Strong! i. Don’t be confused by the Honey Moon phase! Say what you mean, and mean what you say. Don’t be afraid of Strict and Firm. ii. The earlier you drill these rules, the less you have to do it later 4. What’s your Plan B? (copies, rain, activity) i. Be prepared. Anything to happen. It’s always good to be able to have an alternate plan and think on your toes. 5. Stop, Rewind! (Let’s Take a break) i. Catch and Release = If students are asking many questions after beginning an
  • 2. activity, that means you didn’t explain it right the first time. Stop everyone. Explain again. ii. Feel the room = Do the students look tired? Bored? Confused? Take a TWO-THREE minute break. 6. Reinforce Expectations / Check for Understanding (Warum sind sie hier?) i. Do not think you said it too much, or that you’ve asked already! ii. If students created those rules with you, you need to hold them accountable and reinforce them throughout the lesson. iii. “Connect learning” = Never begin an activity without telling why it’s important, how this applies to what you’re learning, and ESPECIALLY without giving step-by-step directions. 7. Minor is Major! i. “Idle time is dangerous time” = Breaks between activities should be filled! Students shouldn’t be left without anything to do for longer than 30 seconds. They will begin to create their own plans. Transitions should flow smoothly and quickly. ii. “Watch your Pace” = Be careful of going too fast without checking for understanding, or going too slow. Time management and very important. You don’t want to confuse or bore children. iii. “If you give them an inch, they will take a mile.” = If a student gets away from 20 seconds of whispering to his/her friend during YOUR listen, then they will try and go for 30 seconds next time. iv. “Engagement is from all”. Everyone is accountable (call and response, CFU hand signals, high expectations) 8. Activate Strong Voice / Make Your Title Be Known i. “Energy is everything” = Use your personality and let it shine! People respond well to energy. It’s a great way to keep your students engaged and have fun while learning. ii. “Assert Yourself” = You are the teacher. Assume the position! 9. Teacher vs. Friend i. It’s ok to joke, laugh, and smile with your students. That’s a great way to build rapport and establish relationships. However, you are NOT their friend. You are not their age. They will like and respect you just the same if you do this. 10. Modeling Magic i. Model step-by-step. That creates images for vivid learners, and allows teachers to show an exemplar of what to expect from students. ii. The more you model, the less questions and confusion, and the more quality of the work.