We all know that explicit instruction strategy is a great best practice in the classroom. It especially helps meet the needs of our special needs population. This year, I have found that explicit is not always explicit enough. No matter how many times I repeat, print it out for them, or put on the power point, students still seemed to be lost, dazed, or confused. What I have concluded is that is has very little to do with their ability to comprehend what I am asking them to do or understanding the steps to an activity. Students have not developed more basic skills that relate more to their ability to self-regulate. Students' study skills are lacking; basic social skills are lacking.
There are two and half weeks left of school before Winter break. In an effort to prepare students for finals and get them through this long haul, I printed up a complete calender of all upcoming due dates and instructions. In the back of the room, there is a large calender on the wall with all these same dates written down. On the white board in the front of the room, there is a reminder section with all of the nearest upcoming due dates. On daily basis, my power points include a homework and dismissal slide which also reminds students of upcoming due dates. Still, there are several students who tell me they have no clue whats due or when its due.
No matter how many rubrics I give them. No matter how much time we spend practicing the same skill or procedure. No matter how many reminders I give students. I still get the same questions.
I do not know how else to help them in this regard. Does it get any better? Perhaps a more experienced teacher would have an opinion. What can I do?
Here, I plan tracking my first-year experiences as a teacher and a new mother.