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FILLER MOVES It happens regularly during the course of a day that teachers are caught with groups of students for short periods (from 1 to 10 or 15 minutes) where nothing is planned. Sometimes this happens in awkward places where standard class- room resources are not available, for example, outside waiting for a late bus, […]

Where could you find out for sure? PART TWO | MANAGEMENT | MOMENTUM Example 1: The teacher, seeing a student nearing the end of an art proj- ect, says, “Where are you going to put it to dry, Jimmy?” Jimmy replies, “Under the woodworking table.” The teacher responds, “Okay, fine. Af- ter that, you can

Where are you going to put it to dry, Jimmy? PART TWO | MANAGEMENT | MOMENTUM Example 1: The teacher, seeing a student nearing the end of an art proj- ect, says, “Where are you going to put it to dry, Jimmy?” Jimmy replies, “Under the woodworking table.” The teacher responds, “Okay, fine. Af- ter

OVERLAPPING MOVES We borrow the term “overlapping” from Kounin (1970) and expand on his definition: overlapping is the ability to manage two or more parallel events si- multaneously with evidence of attention to both. “Manage” here includes two aspects of teaching performance. First is keeping in touch with what is going on in several groups,

PROVISIONING MOVES Provisioning means having things ready to go—the space and the materials. With adequate provisioning, the teacher does not call a group of students to- gether and then leave them for a minute to fetch something needed for the les- son from the closet. Students do not run out of needed materials during learn-

CONNECTIONS TO OTHER AREAS OF PERFORMANCE In a general sense, many areas of performance relate to the concept of Momen- tum. In Management: Attention does, insofar as students are kept interested or at least focused on learning experiences; Routines do, in that efficient design of routines for recurrent procedures expedites organizing and setting up, and

Monica is a different sort of child. Although she also engages in frequent off-task behavior, enlisting moves seem to overstimulate her. Mrs. T explains, “It’s as if she interprets enlisting and winning moves as ‘I want to be your friend’ or ‘I want to play’ messages from me. She gets carried away with the interaction

Mrs. T knows that Daryl looks for power conflicts Mrs. T knows that Daryl looks for power conflicts; he invites tests of will with her or any other authority figure. When she uses almost any of the desisting moves with him, he gets worse. For instance, he takes a specific verbal desist as a challenge

will you advance the PowerPoint to the next frame so I can point to things from the front?” ‘Example 1: Mrs. T knows that Daryl looks for power conflicts; he invites tests of will with her or any other authority figure. When she uses almost any of the desisting moves with him, he gets worse.

Encouragement Enthusiasm Praise Humor Dramatizing Figure 5.1 A Repertoire of Attention Moves Video: Attention Continuum T H E S K I L L F U L T E A C H E R 57 PART TWO | MANAGEMENT | ATTENTION moves offers a wealth of possibilities to classroom teachers. Teachers with well- developed repertoires in