Well done, BUT I think that if I were trying to write and the voice level of the teacher's acknowledgements was as high as Adam's, I would find it a distraction.
Great point Dan. Maybe also the frequency of my narration as well? I think it’s important to say that this kind of narration is happening only as students get started. After that, I’d be circulating and giving individual feedback but I think the point you raise is an excellent one and I could have definitely made my above point explicit to Katie in the session. Superb push
Thanks for the reply! I do think that voice level, in general, is an important area to explore in the area of techniques to develop student attention. In classes that I have taught, if my voice level suddenly drops, ZOOM - student attention triples. The effect is, “What just happened?” Of course, like any technique, if overdone it loses its potency.
Well done, BUT I think that if I were trying to write and the voice level of the teacher's acknowledgements was as high as Adam's, I would find it a distraction.
Great point Dan. Maybe also the frequency of my narration as well? I think it’s important to say that this kind of narration is happening only as students get started. After that, I’d be circulating and giving individual feedback but I think the point you raise is an excellent one and I could have definitely made my above point explicit to Katie in the session. Superb push
Thanks for the reply! I do think that voice level, in general, is an important area to explore in the area of techniques to develop student attention. In classes that I have taught, if my voice level suddenly drops, ZOOM - student attention triples. The effect is, “What just happened?” Of course, like any technique, if overdone it loses its potency.