As an educator, I constantly use an array of valuable teaching strategies for my students, and no one strategy is more important than the other. It is most beneficial to use a variety of teaching strategies for the diverse group of learners that make up my classroom. I also continuously monitor the effectiveness of the teaching strategies that I use on a daily basis, in order to ensure that all of my students are learning to the best of their ability.
A strategy that I have found to be very useful in my teaching experience is the model strategy. This effective strategy is one that I will continue to utilize as I progress in my teaching career, as I have experienced much success with it. Modeling as a strategy does not work in isolation, however. The model strategy is very much interconnected with the use of teaching practices such as guided practice, independent practice, and student engagement. I begin using all of these strategies right from day one in the school year. The very first use of these teaching methods is related to classroom routines and behaviour management, which I will highlight as an example to illustrate how these strategies are being used.
While I fully understand the importance of academics in the classroom, I also recognize that during the first few weeks of school, a foundation is established that will remain for the rest of the school year. Therefore, I place a great emphasis on classroom routines and procedures during this time. In order to create successful routines, and positive classroom behaviours, I rely on my most trusted teaching strategies that I have mentioned in the above paragraph. For instance, in my classroom, I value a start to the day that is calm, organized and productive. The behavioural outcome that I want from my class is for the students to enter the classroom quietly, choose a task that matches their interest and complete it independently at their desks before morning announcements. This is when I use the model strategy to teach this routine. I demonstrate, to my students, the steps of entering the classroom quietly (i.e. walking feet, and indoor voices), choosing an activity from the independent task shelf, and bringing all the necessary materials to their desks to the complete the assignment. I also model potential issues that may arise during this quiet activity time. For example, if one of my students chooses an activity but does not know how to complete it, I demonstrate the proper way to ask a friend for help. Once I have modeled the expectations of the morning routine, I would allow ample time for guided practice to occur. In other words, for the first few weeks of school, I would be very active with my involvement in this morning routine, in order to prompt and remind the students, as well as provide reinforcement for successes.
Pairing the model strategy with guided practice has been very effective in my experience working with students with autism. Children with autism do their best learning in environments that are predictable and routine. However, these children also frequently have difficulties with understanding instructions. Therefore, simply describing a task, or explaining a routine is often not effective. On the other hand, modeling and practice are great strategies to use for children with exceptionalities to provide a clear example of the required expectation. Sometimes, students may require independent practice opportunities in order to learn the morning routine best. This may entail one-on-one time with the instructor to continue to practice the routine without additional distractions.
We know that when students are engaged in their learning, they have the best outcomes. I have seen the truth in this many times over! The combined strategies of modeling, guided and independent practice require student engagement and participation. This ultimately enhances the learning of the skill. I do not only use these teaching methods for classroom routines. The effectiveness of these strategies for the teaching other skills, such as academic tasks, social situations, interactions with peers, and independence should not be underestimated.