Momentum“The concept of momentum pertains to the smooth, ongoing flow of events in the classroom. Teaching is full of pitfalls to momentum. When pitfalls occur, student’s concentration is broken. They are distracted from or prevented from becoming involved in learning activities. They experience ‘downtime.’”- Saphier and Gower RTB, 1997

Categories of Momentum

Provisioning Overlapping Fillers Intrusions Lesson Flexibility Notice Subdividing Anticipation

Provisioning Overlapping Fillers Intrusions Lesson Flexibility Notice Subdividing Anticipation

Provisioning

Have things ready to go- including instructions

Use activators Promote self-sufficiency Provisioning is conspicuous by its

absenceExample: You want to present a slide show

on Rodin’s “The Thinker”, then plan a field trip.

Have things ready to go- including instructions

Use activators Promote self-sufficiency Provisioning is conspicuous by its

absenceExample: You want to present a slide show

on Rodin’s “The Thinker”, then plan a field trip.

Example of an Activator

Identify the figure below:a koala bear climbing a light poleb. a superstitious giraffe throwing salt over his

shoulderc. hardening of the arteriesd. an elevator door closing with curious ghosts

looking out

Identify the figure below:a koala bear climbing a light poleb. a superstitious giraffe throwing salt over his

shoulderc. hardening of the arteriesd. an elevator door closing with curious ghosts

looking out

Overlapping

Overlapping is the ability to manage two or more parallel events simultaneously with evidence of attention to both.

It it is necessary to: Keep in touch Help students over blockages

It requires “with-it-ness”Example: Jose is flinging chestnut innards

in every different direction.

Overlapping is the ability to manage two or more parallel events simultaneously with evidence of attention to both.

It it is necessary to: Keep in touch Help students over blockages

It requires “with-it-ness”Example: Jose is flinging chestnut innards

in every different direction.

Fillers

You are caught with short periods of time where nothing is planned.

Additional resources may not be available You may not have enough time to start

another activity This requires a repertoireExample: You have finished reviewing the

expository writing assignment on “Heartburn” and there is 10 minutes left in the period.

You are caught with short periods of time where nothing is planned.

Additional resources may not be available You may not have enough time to start

another activity This requires a repertoireExample: You have finished reviewing the

expository writing assignment on “Heartburn” and there is 10 minutes left in the period.

Intrusions

You may need to address student needs You may need to

Clarify directions Settle disputes Handle visitors

This requires that you “match” your response to the intrusion or to the situation

Example: Sarah is “p-----d”. Her child care showed up late and Joshuae is asking her about a project they are doing together.

You may need to address student needs You may need to

Clarify directions Settle disputes Handle visitors

This requires that you “match” your response to the intrusion or to the situation

Example: Sarah is “p-----d”. Her child care showed up late and Joshuae is asking her about a project they are doing together.

Lesson Flexibility

What to do when a lesson bombs. The more you try to “press on” the

worse it gets.Example: Your bundt pans are defective.

They are too thin, so everything sticks.

What to do when a lesson bombs. The more you try to “press on” the

worse it gets.Example: Your bundt pans are defective.

They are too thin, so everything sticks.

Notice

Students are not prepared for transitions They feel

They are not ready for closure They are heavily invested in their activity and may

not even heed advance notice This is prevalent in artistic endeavors You will need to create an effective transitionExample: Students are peer editing a PowerPoint

they are preparing for tomorrow’s presentations. They need to report out to the group to decide on order of presentations.

Students are not prepared for transitions They feel

They are not ready for closure They are heavily invested in their activity and may

not even heed advance notice This is prevalent in artistic endeavors You will need to create an effective transitionExample: Students are peer editing a PowerPoint

they are preparing for tomorrow’s presentations. They need to report out to the group to decide on order of presentations.

Subdividing

There may be physical bottlenecks and other impediments that require dividing students into smaller groups

The larger the class, the more you need to anticipate this occurrence

Example: You are working though a unit on salmonella. You realize that students cannot distinguish between a bacterium and toxin. They also think that all bacteria are bad for you.

There may be physical bottlenecks and other impediments that require dividing students into smaller groups

The larger the class, the more you need to anticipate this occurrence

Example: You are working though a unit on salmonella. You realize that students cannot distinguish between a bacterium and toxin. They also think that all bacteria are bad for you.

Anticipation

The teacher anticipates trouble spots with procedures or people

The teacher makes moves to sidestep trouble spots Removing temptation Allowing students to save face Avoiding certain combinations of personalities

Example: Jana refuses to work with Brianna because they have a history. You hear the “B word.”

The teacher anticipates trouble spots with procedures or people

The teacher makes moves to sidestep trouble spots Removing temptation Allowing students to save face Avoiding certain combinations of personalities

Example: Jana refuses to work with Brianna because they have a history. You hear the “B word.”

The Cover-All

Know your students - allowing matching Pay attention to beginnings, endings, and

transitions Keep your radar on- intervene

Reference

Saphier, Jon and Gower, Robert (1997). The Skillful Teacher. Acton, Massachusetts: Research for Better Teaching, Inc..

Know your students - allowing matching Pay attention to beginnings, endings, and

transitions Keep your radar on- intervene

Reference

Saphier, Jon and Gower, Robert (1997). The Skillful Teacher. Acton, Massachusetts: Research for Better Teaching, Inc..