ABSTRACT
Half of what makes procedures effective is the teacher thoroughly thinking them through, and then preparing the classroom for them. The other half, however, is what the teacher does once the students are at school. This is where the application of the procedures comes in, and the teacher's clear teaching and consistent reinforcement of them is critical. Kearney and McCroskey found that 'students who perceived teachers as decisive, deliberate, challenging, and dynamic also reported greater affect and behavioral commitment toward the teacher, class, and subject content'. This chapter comprises the step for introducing any structures in your classroom: Explain the task you want students to complete; Model how you want it completed; Have a few students model or explain how you want it completed; Have the task completed in small groups; Have the task completed as a whole class, If students are not successful with one step, repeat that step until you find success.
