Verbal cues can be used in the classroom to direct focus and attention. They can be call-and-response, emphasis, and organizational cues. There are a variety of example verbal cues below.

언어적 단서는 다양한 목적으로 사용되며 수업 시간에 전략적으로 통합하여 수업의 일부로 집중하고 주의를 집중시킬 수 있습니다. 교실 관리 전략.

메모: Since younger elementary school students are still learning social cues, verbal cues can be more effective than nonverbal ones. Older students may perceive verbal cues as childish, so be thoughtful about how you bring these into the room. Instead of using a verbal cue, you could focus on providing older students with a clear sense of how an activity benefits them, as well as its related consequences. You can also share the 역사 of the call-and-response technique with older students, as it is a form of communication that can be traced back to African oral traditions.

Verbal Call-and-Response

A verbal call-and-response is when the Teaching Artist (TA) says something aloud to the class to which students collectively respond. The goal of a call-and-response could be to get everyone’s attention, refocus the group, cue students, or help them process information and build understanding. (Read more about call-and-response here.)

Pre-plan the call-and-response before your program begins. Since students will be repeating this phrase over the course of the program, find a way to connect it to your curriculum, to your or the students’ cultural background(s), and/or find ways for students to respond verbally and physically.

예

• Related to Arts Education
  • Call: “Mic check, mic check.” Response: “One-two, one-two.”
  • Call: “Mona.” Response: “Lisa.” The Teacher or Teaching Artist can explain, “Mona Lisa is a very patient student! Wherever I am in the room, her eyes are always on me. She waits calmly for her turn with her hands in her lap.” When students say, “Lisa,” they should pretend to be like the Mona Lisa. It is helpful to keep a picture of her in the room throughout the residency to refer back to.
  • Call: “Tableau please.” Response: “Everybody freeze.”
  • Call: “A hush fell over the crowd.” Response: “Hush."
  • Call: “Actor’s Neutral.” Response: “Ready to go.” Students also respond by standing in Actor’s Neutral.
  • Call: “Three, two, one.” Response: “Action.”
• Non-Arts Specific
  • 이것은 문화적으로 반응하는 활동을 만들고 사용할 수 있는 좋은 기회입니다. 예를 들어, 아래의 두 활동은 동일한 기능과 프레임을 공유하지만 다른 환경을 참조합니다.
    • Teacher: “Waterfall, waterfall.” Students: “Shh.” Students mimic a waterfall with their hands as they freeze or take a seat.
    • Teacher: “Tire pressure, tire pressure.” Students: “Shh.” Students pantomime a circle with their hands that they shrink as they settle quietly.
  • 마찬가지로, 이것은 다른 언어에 액세스하고 축하할 수 있는 좋은 기회입니다. 다음은 각각 다른 언어로 된 몇 가지 예입니다.
    • English: “Ready, set.” Students: “You bet!”
    • Spanish: “Otra cosa.” Students: “Mariposa!”
    • Ghanaian Akan: “Ago.” Students: Ame!” Ago is a call for attention, like saying, “I would like your attention.” And the response is, “Yes, you have my attention.”
    • Indonesian: “Satu, dua, tiga.” Students: “Kami duduk juga!”
    • ASL: Stand and sit.
• 클래식: "내 목소리가 들린다면..."
  • 옵션 1: 행동을 말하고 모델링하십시오. 예를 들어, 머리에 손을 얹으면서 "Put your hands on your head"라고 말할 수 있습니다.
  • 옵션 2: 한 동작을 말하고 다른 동작을 모델링하여 학생들이 듣고 있는지 확인합니다.
  • Option 3: Get funky with it! For example, “Give yourself a mustache,” “Put on a tiny hat,” “Look at me with your monocle.”
• More examples
  • 50 Fun Call-and-Response Ideas to Get Students’ Attention.

강조 신호

The TA incorporates phrases to help focus attention on important information.

예

• “This is important.”
• “This is key.”
• “Listen carefully.”
• “You need to remember.”

조직적 단서

The TA incorporates phrases to help the class understand the order, sequence, or relationship of information.

예

• First, second, third…
• Then…
• Next…
• In the following order…
• To recap…
• To review…
• To go back over…