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    Opportunities To Respond

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    The article discusses opportunities to respond (OTR) as a key component of effective classroom instruction. It identifies three types of OTRs: teacher-directed individual responding, teacher-directed unison responding, and class peer tutoring. OTRs help increase student participation, engagement, academic performance, and reduce disruptive behavior. The article argues that implementing varied OTRs in the classroom allows students to actively participate in lessons and express their ideas, which encourages rational thinking skills rather than assuming students just need to listen to the teacher.

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    Opportunities To Respond

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    158 views3 pages
    The article discusses opportunities to respond (OTR) as a key component of effective classroom instruction. It identifies three types of OTRs: teacher-directed individual responding, teacher-directed unison responding, and class peer tutoring. OTRs help increase student participation, engagement, academic performance, and reduce disruptive behavior. The article argues that implementing varied OTRs in the classroom allows students to actively participate in lessons and express their ideas, which encourages rational thinking skills rather than assuming students just need to listen to the teacher.

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    The article discusses opportunities to respond (OTR) as a key component of effective classroom instruction. It identifies three types of OTRs: teacher-directed individual responding, teacher-directed unison responding, and class peer tutoring. OTRs help increase student participation, engagement, academic performance, and reduce disruptive behavior. The article argues that implementing varied OTRs in the classroom allows students to actively participate in lessons and express their ideas, which encourages rational thinking skills rather than assuming students just need to listen to the teacher.

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    Download as docx, pdf, or txt
    158 views3 pages

    Opportunities To Respond

    Uploaded by

    api-350339852
    The article discusses opportunities to respond (OTR) as a key component of effective classroom instruction. It identifies three types of OTRs: teacher-directed individual responding, teacher-directed unison responding, and class peer tutoring. OTRs help increase student participation, engagement, academic performance, and reduce disruptive behavior. The article argues that implementing varied OTRs in the classroom allows students to actively participate in lessons and express their ideas, which encourages rational thinking skills rather than assuming students just need to listen to the teacher.

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    Opportunities to Respond: A Key of Effective Instruction 1

    Teachers are very creative with how they construct lessons, relevant activities, and

    questions for formative assessment. Despite these well thought out procedures however,

    sometimes the students do not respond. This is because each student has a varied way of learning

    or understanding, thus the teacher would resort to trial and error to address each need. Such route

    could be frustrating for teachers as it could lead to negative teacher and challenging student

    behavior in the process. (Conroy, Sutherland, Snyder, & Marsh, 2008; Gunter, & Coutinho,

    1997; Scott, Nelson & Lupasin, 2001)

    This article written by Todd Haydon, Ashley Macsuga-Gage, Brandi Simonsen and Renee

    Hawkins address this problem. They claim that the principal of classroom management is the

    effective delivery of instruction and recognizes the problem of the lack of learning or response

    from the students. The article defines effective instruction as maximized likelihood of student

    participation, active responding, and correct responding while minimizing errors. (Haydon,

    Macsuga-Gage, Simonsen, & Hawkins, 2012, p. 1)

    The article then narrows down to one focus in classroom management which is

    opportunities to respond or OTR. (Haydon, et al., 2012, p. 1) Opportunities to respond help

    students increase desired social behavior, on task behavior, academic performance, and reduce

    disruptive behavior in the classroom. There are three types of OTRs that are presented in this

    article, the first being Teacher-Directed Individual Responding. (Haydon, et al., 2012, p. 1)

    Teacher-Directed Individual Responding involves the teacher asking for volunteers to answer

    the question. The second is Teacher-Directed Unison Responding in which the teacher requests a

    verbal, gestural, or written response to the question in unison. Finally, Class Peer Tutoring where

    the students are engaged in learning together as a group either through discussion or peer

    reviews.
    Opportunities to Respond: A Key of Effective Instruction 2

    Understanding OTRs are vital for teachers to understand and implement in a way that

    they may be able to apply the right OTR with the appropriate subject within the curriculum they

    are in. Moreover, varied OTRs prompts students to actively participate in the lesson as they are

    given the liberty to respond to the teacher. (Haydon, et al., 2012, p. 1)

    These findings and suggestions challenges teachers and I as an aspiring teacher to

    consider differentiation in a broader manner by being able to address each need of the student

    seeing as each learn or respond differently from the other. Applying OTRs in my future

    classroom will be able to assist me in knowing how far my students understand and more

    importantly, listen to their opinions. I believe that OTR is also a way of edifying the student by

    reason that the students feel you value their opinions and answers. OTRs need to be implemented

    more in the classroom due to the fact that many teachers assume that students are unintelligent

    and just need to solely listen and absorb from the teacher. This kind of idea goes against Gods

    design of mans rational thinking abilities. Therefore, I believe that OTR is a redemptive way to

    teach students for it encourages them to voice out their ideas.


    Opportunities to Respond: A Key of Effective Instruction 3

    References.

    HAYDON, T., MACSUGA-GAGE, A. S., SIMONSEN, B., & HAWKINS, R. (2012).

    Opportunities to Respond: A Key Component of Effective Instruction. Beyond


    Behavior, 22(1), 1-12.

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