ALWAYS CHECK FOR UNDERSTANDING

GEMMA G. BANDONG

There are certain rules we should apply when we are inside the classroom. Sometimes, our students are so busy listening to their classmates that they neglect to listen to their lessons.

The trick is, don’t speak too fast. Now, if a student tells you they didn’t understand what you said, never repeat the same thing in a louder voice. This will intimidate them instead of encouraging them to listen.

We can also use visuals, sketches, intonation, and other non-verbal cues to make both language and content more accessible to students.

Don tstandinfrontoftheclassandlecture,orrelyonatextbook as your only “visual aid.”

Also, we can give our students verbal and written instructions, which can help all learners. It is far easier for a teacher to point to the board in response to the repeated question, “What are we supposed to do?”

We sometimes lose our students’attention when we haven’t clearly written and explained step-by-step directions.

It would do well for us to regularly check if students understand the lesson. After an explanation, a teacher could ask for a “thumbs up”, “thumbs down”, or sideways to let them know if the lesson is clear.

Tell them though that it’s perfectly fine if they don’t understand or are unsure, and that you need to know where they stand. Students should be to respond honestly to this.

When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills. It also helps ensure that students are learning, thinking, understanding, comprehending, and processing at high levels.

Don’t assume that students understand because they are smiling and nodding their heads. Sometimes, they are just being polite.

-oOoThe author is Teacher II at San Fernando Elementary School