Take a Stand (TLAC technique 21)
The teaching strategy Take a Stand requires students to actively participate in discussion by way of the teacher asking them [the students] to evaluate their peer’s responses. There are various techniques that exist within the Take a Stand strategy. Take a Stand can be directed toward one student or it can be directed toward the entire class. All the teacher has to do is say something like, “Clap your hands once if you agree and pat your head three times if you disagree.” However, there will be some students who will feel uncomfortable sharing their opinion with the class, so it is the teacher’s job to encourage their behavior.
The technique can be used to either evaluate a student’s response or it can be used to analyze a student’s response. Student signals can also be either verbal or gestured. This technique allows the teacher to get a general idea of how well the class is understanding the material. However, in order for this technique to work, it is vital that the students cannot predict which signal indicates the correct answer. If your students know which signal indicates the correct answer, then they will show that signal even if they don’t know the right answer. Then it will be impossible to know for sure that your students understand the material. This brings the final and most important part of this strategy: the teacher must always “check up on” their students’ responses.
The technique can be used to either evaluate a student’s response or it can be used to analyze a student’s response. Student signals can also be either verbal or gestured. This technique allows the teacher to get a general idea of how well the class is understanding the material. However, in order for this technique to work, it is vital that the students cannot predict which signal indicates the correct answer. If your students know which signal indicates the correct answer, then they will show that signal even if they don’t know the right answer. Then it will be impossible to know for sure that your students understand the material. This brings the final and most important part of this strategy: the teacher must always “check up on” their students’ responses.
Take a Stand is a good technique because it helps teachers manage their classrooms through active engagement. This technique is especially good for students who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and students dealing with emotional disabilities. One teaching strategy that is helpful in teaching students with ADHD is to provide for activity. There are many different signals that can be used in Take a Stand, and if students are required to act out those signals then they are being given the opportunity to be active, which is very beneficial to students with ADHD. As mentioned, Take a Stand is an engaging technique which is a strategy the helps teachers who teach students who are dealing with an emotional disability.
Lev Vygotsky, who was also discussed on the page about The Hook, developed a theory known as Vygotsky’s Sociocultural Theory. A firm believer in interaction, Vygotsky’s theory indicates that social experiences and how people interact with others helps them to learn. Vygotsky’s theory applies to Take a Stand because this strategy requires students to interact with their peers. This interaction and socialization means that students will be learning. Yet another reason why Take a Stand is a good technique to use in the classroom.
Lev Vygotsky, who was also discussed on the page about The Hook, developed a theory known as Vygotsky’s Sociocultural Theory. A firm believer in interaction, Vygotsky’s theory indicates that social experiences and how people interact with others helps them to learn. Vygotsky’s theory applies to Take a Stand because this strategy requires students to interact with their peers. This interaction and socialization means that students will be learning. Yet another reason why Take a Stand is a good technique to use in the classroom.
An example of Take a Stand
*In this example, a teacher is orally reviewing for a test on William Shakespeare’s tragedy, Othello.*
Teacher: Othello turned into a jealous monster of a husband toward the middle of the play. Snap your finger’s twice if you agree and clap your hands once if you disagree.
(Students with the correct answer will snap his/her fingers twice.)
*A few examples of students’ reactions: Amy snaps her fingers; Ross & Katie clap their hands.*
Teacher: Ross, thank you for clapping, why do you disagree with the statement?
Ross: I don’t think he was jealous I just think he was angry.
Teacher: Okay, Ross. Amy, you snapped, so how do you respond to Ross's interpretation.
Amy: I think I kind-of have to disagree with Ross. Yes, he was mad, but he was more so jealous because he thought Desdemona was cheating on him with Cassio.
Teacher: Okay, Amy. Class, by show of hands, how many of you think Amy is correct?
*Now, both Ross and Katie raise their hands, along with a majority of the class.*
Teacher: Othello turned into a jealous monster of a husband toward the middle of the play. Snap your finger’s twice if you agree and clap your hands once if you disagree.
(Students with the correct answer will snap his/her fingers twice.)
*A few examples of students’ reactions: Amy snaps her fingers; Ross & Katie clap their hands.*
Teacher: Ross, thank you for clapping, why do you disagree with the statement?
Ross: I don’t think he was jealous I just think he was angry.
Teacher: Okay, Ross. Amy, you snapped, so how do you respond to Ross's interpretation.
Amy: I think I kind-of have to disagree with Ross. Yes, he was mad, but he was more so jealous because he thought Desdemona was cheating on him with Cassio.
Teacher: Okay, Amy. Class, by show of hands, how many of you think Amy is correct?
*Now, both Ross and Katie raise their hands, along with a majority of the class.*