"- Be funny: even though it is challenging and not for everyone, facilitators should not be afraid to employ it. - Bring in humorous content: it promotes content retention. -Funny images and short videos can do the heavy lifting for you"
"- Express empathy: repsect students' freedom of choice and avoid superior/inferior relationship - Develop discreprancy: help students see how certain choices affect their ability to reach the stage they want to be at. - Avoid arguments: don't argue it evoke's resistance - Roll with resistence: invite new ways of thinking and evoke solutions from students - Support self-efficacy: persuade students that it's possible to chnage their own behaviour. "
"- Don't assume students know how to make the transitions- teach students transition expectations including expected behavious - Build clear boundaries between activities. Announce the end of one activity before announcing a new one. - Organize the classroom ahead of the session' put all resources where they are reachable. Also ensure seating is aligned with the day's activity - Prepare students by reinforcing time expectations for each activity"
"- Agree with students on routines and behavious that you share. - Have consequences for norms broken and ensure you follow through. - Maintain a balance of silence and firmness (Quiet command)"
"A Five-Stage Game Plan for Section Stage 1: Get students ready to learn Stage 2: Present new material (if necessary) Stage 3: Let students engage material Stage 4: Debrief that engagement Stage 5: Prepare for the next section"
"- trust the student voice: they are our best source of data, and we should believe what they tell us about their experience - at the same time, don't be overly reactive to dissatisfaction. Take what students say, and do further research to identify the root cause "
"Two simple rules to keep in mind when you are giving instructions: - Instructions must be comprehensible to the students - Instructions must be logical Before you start giving out your instructions, try and ask yourself these questions: - What should the students do in order to successfully complete this activity? - What is the most important information that I am trying to convey? - Which information should come first, which information should come last?"
"* Before taking on your lesson plan, already know what you want out of that class and plan accordingly *Prioritize each section on the lesson plan, scheduling more time in your mind for the key things you want out of that class"
"*Plan more carefully about transitions so not too much time is wasted *Schedule classroom breaks to minimise people leaving class at random teaching moments *Have students acting as designated teaching aids to handle logistics, collecting and distributing aids etc"