Are concepts presented to students in ways they can absorb and understand?
Using the same format or activity structures day after day (too much lectur- ing, too many worksheets, low-level questioning, or something else) may also induce boredom and acting-out behavior in some classes. Consult Chapter 20, “Differentiated Instruction,” which highlights variables that can be manipulated to provide balance and variety in lessons.
Cause 4: Confusing Instruction
Confusing instruction induces frustration and boredom. Are concepts presented to students in ways they can absorb and understand? Do they have time to pro- cess and make sense of them? Does instruction align with what we know about different modality preferences (auditory, visual, and kinesthetic), multiple intelligences, and variety in learning styles? Are we checking for understand- ing frequently across all students to ensure they are “getting it” as instruction proceeds? Do students know what they are expected to get out of a learning
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experience and why they are doing particular activities? All of these concerns are related to clarity of instruction. Consult Chapter 11, “Clarity,” and Chapter 12, “Principles of Learning,” which both serve as resources for minimizing con- fusion during learning experiences.
For a self-assessment of where one stands on handling these first four causes, go to The Skillful Teacher website (www.RBTeach.com/TST7) and try out the protocol “Discipline/Learning Environment Self-Assessment.”