| In my first year of teaching and for many years | | | | - Do students have enough information to tackle |
| that followed, I spent an inordinate amount of | | | | the subject matter of the handout? |
| time preparing my own first day of school | | | | - Are the instructions crystal clear? |
| handouts. I thought it was the "hook" that | | | | - Do I want the students to finish the handout at |
| students needed. I thought that teacher | | | | home or during class time? |
| dominated discourse represented learning. But it | | | | - Do I want to give the students an answer key |
| really wasn't. It was actually a cover up for | | | | for the handout? |
| understanding the true purpose of what a good | | | | - How much time do I want to spend talking |
| handout actually is all about. | | | | about the handout? |
| A lot of teachers I know use worksheets for | | | | - Did I preteach the content of the handout? |
| different purposes and when used effectively, it | | | | - Did I illustrate the task with an example? |
| can be a good filler or fulfill the purpose of what | | | | By thinking your handouts through, you will be |
| you want to teach. | | | | doing your students a great favor by aiding them |
| A good handout always supplements the lesson. | | | | through the learning process. Many students don't |
| You need to pre-teach material and information | | | | have enough learning skills. |
| before it is to be processed via a handout. | | | | Take them through the process of handling their |
| When these are given too much emphasis | | | | work. Teach them a system of organization. This |
| however, students can become demotivated by | | | | can include: |
| the learning process, which in turn, lowers their | | | | 1. How organize a folder of their handouts. |
| self-esteem. You obviously want to avoid this. | | | | 2. What to do with finished worksheets. Perhaps |
| Ask yourself these questions when preparing a | | | | you want to have a showcase of finished student |
| handout whether it is for the first day of school | | | | worksheet. Have you considered a portfolio? |
| or just a plain ordinary lesson on teaching reading | | | | The Teacher as a Model |
| strategies. | | | | Model think aloud skills. By using an example to |
| - What is the aim of the handout? | | | | show exactly what you want, you are acting as a |
| - Will I grade the handout? | | | | facilitator for the students' abilities to process |
| - Will I go over the handout in class or collect it? | | | | information. |
| - How much percentage will I give for handouts | | | | You can have a full lesson just teaching these life |
| for the final grade? | | | | long skills of organization. |
| - Is my handout well prepared? | | | | |