Supporting the Oral Presentation – Model Teaching

While not a comprehensive list, below are some main components of an oral presentation that students can work to improve as they gain experience presenting their work in front of a group of people. By requiring students to be mindful of some specific features of an oral presentation, they can work to gain confidence in conveying messages using the spoken word.

Accuracy

Accuracy: Does the student speak with few to no mistakes? Accuracy in recitation means that the student can repeat the text verbatim.

Pronunciation

Pronunciation: Can the student correctly sound out the spoken words? Pronunciation means that the student pronounces all words correctly when speaking, focusing on how to emphasize parts of the word and how certain letters and phonemes sound when spoken aloud.

Enunciation

Enunciation: Can the students speak clearly? Enunciation means that the students can properly blend words, speak at an appropriate pace so that each word spoken can be

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The Marble Jar Reward System

The Marble Jar Reward System

This article will demonstrate the Marble Jar Reward system as a method of extrinsic motivation in your primary to elementary students. While you can use this reward system for every age group, by middle to high school, students should be more intrinsically motivated and may deem behavior reinforcers such as a reward system too juvenile.

The Marble Jar Reward System is a common classroom management tool to help reinforce desired behaviors. This positive reinforcement strategy is typically utilized as a whole class reward system but can also be modified for individual students. The most common use of the Marble Jar System is for the teacher to set up a glass jar in an easily viewable location, like the top of a shelf or her desk. Choose a jar size that is not too large; or, if you choose a large jar, add a tired system

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Cooperative Writing-An Engaging Paired Writing Strategy

Cooperative Writing

During Cooperative Writing, one specific strategy involves the teacher assigning writing tasks to two students, and they take turns completing a writing task. The teacher may often provide some specific instructions like

“Discuss in pairs _____ and then take turns responding to the prompt___.”

Students then take turns to record their writing, building on each other’s sentences or paragraphs. They can also use this time to check each other’s work.

Pairing students during cooperative writing can serve many purposes:

  • Struggling students paired with higher performing students can provide an avenue for the struggling student to learn proper grammar and vocabulary usage. In contrast, the higher performing student can practice reviewing writing rules with his or her peer.
  • Two higher performing students can challenge each other to include additional details, more complex vocabulary, or a more refined sentence structure.
  • Two lower performing students, with the help of the teacher,
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