Officially oral redirections are not an ESCM per say. They do relate to ESCM 8 – Verbal Redirecting to the Learning which basically means using the curriculum to re-engage off task behaviour. The reason they relate loosely to ESCM 8 is because they are ‘telling’ language where we tell students what to do. The culture of the ESCMs is based on positive language which enables students to take responsibility for their behaviour and make better choices.
Oral Redirections take that away somewhat. They can feel like the teacher is the one in charge and they will tell you when and how to behave. When over used this can form a wedge in the teacher/student relationship. It can be seen as ‘nagging’ language.
If you look at the latest classroom Profiling sheets you will see that Oral Redirections are in yellow. This is to ‘caution’ a teacher in regards to over using the telling language. I call oral redirections the ‘chocolate bar’ of strategies. When used in moderation they work well but if we over use them we feel tired and frazzled as the class seems unsettled and ‘hard work’. Just like chocolate when we eat too much we can feel unwell. So if we use a good spread of all the strategies our classrooms feel balanced and even. Just like a healthy diet.
Tips from Nichola Lister
Tips from Thomas Wakely
Tips from Tom Wakely – This week’s email focuses on Skill 2 – Giving Instructions. This skill aims to break down instruction giving for teacher into manageable steps so that students understanding of task requirements and the activity time spent on task is maximised. Please see attachment.
These come courtesy of Tom Wakely
These come courtesy of Nic Lister