Webinar 2 (Secondary)

11-15

15-19

10-12

12-17

Excited and enthusiastic to collect effort points

Requires more thinking time than a primary student

Requires less thinking time than a primary student

Less chatty than a primary student

Let it be. The student is supposed to be given the thinking time to work through the question anyway

Ask, “is there anything you’re stuck on, or are you working it out?”

Ask, “do you want to explain what you are thinking to me?”

Ask, “since you’ve been stuck here for sometime, shall I do this for you?

True

False

“Great, you seem to be on the right track”

“I’m so proud of you for reading that question out loud”

“You broke down the problem really well this time. Do you feel like you’re starting to get the hang of it now?”

Short praises (“good job”, “nicely done” etc) can be used as the student explains the steps.

“Well done! Completing that question in same way on your exams would have gotten you 5 marks”

Using a supportive tone of voice

Explaining the slide/question when the student is silent, because they might be stuck

Say “Take your time and have a think about it - and let me know if you have any questions”

Make sure to cover 2-3 lessons in a session since these are revision lessons

“What do you already know about this question”

“What can you work out based on the given diagram and focusing on what you know already?”

“Why do you think this question is more challenging?”

Probing follow up questions based on the student’s answers

Making deliberate mistakes

Take time to explain the concept, model & remodel as needed

Probe and clarify any misconceptions

Attempt the ‘chilli’ question(s)

Try to fill in the long pauses caused due to thinking or typing with scaffolded explanations

Move at the student’s pace rather than trying to complete 1-2 lessons in a session