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look Two legs of his chair is going up and he is not sitting straight. This boy is rocking his chair” to indicate that the students have incorrect answer and
needs to rethink again. Then the teacher rephrased the first question into, “Do you think that rocking his chair is safe for them?” In order to get the
correct answer fro the students. Other ways to give feedbacks to incorrect answer done by the teacher
was indicating that a student’s answer is incorrect by saying’ “No, it’s not part of the safety in the classroom” like in the following excerpt:
T : What else?
S : Take your bag
T : Take you bag?
No, it’s not a part of the safety in the classroom. However, besides indicating the incorrect answer, the teacher gave
the students the correct answer as we can see in the following excerpts below the teacher said “He is not playing. He is sitting on his chair”. To
indicate that the student came up with wrong answer by using negative statement and the teacher corrected the answer by herself.
T : So what is the boy doing?
S :
Playing T
: What is he laying? He is not playing. He is sitting on his chair
4.1.3.4 Modeling of Desired Behaviors
The first type of modeling is making thinking visible or think out aloud modeling. In this process, participants think through their emerging
understanding of the process out loud as attempts were made to solve the problem or issue. In this form of scaffolding, teacher used think out aloud
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modeling to do the process. In addition, learners were encouraged to do the same. This process is difficult and usually occurred after a number of
students have contributed clues. The fifth type of scaffolding was performed by the teacher where
several students were invited to contribute clues for reasoning through the issue or problem. In this form of scaffolding, learners were encouraged to
offer clues about how to complete the task. Together, the teachers and
students verbalized the process.
“I will explain to you how to do the exercises on your workbook” “Okay now please open fifty”
“It’s on page fifty.” “Now look at page fifty”
“Please look at it” “Now look at the new vocabulary”
“In the blue box , what picture can you see?” “What is the boy doing?”
“But what is he playing with?” “Is the boy sitting on his chair?”
“Do you think he sits properly on his chair?” “do you think that rocking his chair is safe for him?”
“Now look at the title on the top” “It says Classroom rules She writes ‘classroom rules on the
board “So we are going to discuss about classroom rules in this page OK
“Number one: What is the safety rule is being broken? “If you look at the boy, what is the classroom rules that he has
broken? “No he is not breaking the chair but the rule.
“What is the rule? “What is Miss Agustin say when the boy play..
“Yes. Do not rock the chair. “Yeah. So that’s the classroom rule is do not rock the chair. T
writes it on the board “So what is the classroom rules being broken everybody? For this
picture? “Okay you have to write down the classroom rule on this line
OK.”
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An earlier conversation about classroom rules continued with the teachers showing how to contribute ideas. The teacher invited participation
by contributing a clue. Then the students connected the clue. In order to make the students understand the instruction of the activity in their
workbooks, the teacher assisted the students by giving step by step instructions. The teachers showed how to perform by talking through steps
while asking for a particular action. However, she also asked the students to contribute clues and participate on the tasks. The teacher often asked
questions for the completing to the task. It helped the students understand the way the tasks should be completed. The excerpts above show how the
teacher talked through steps while asking students to complete their task. In the lesson on the next day, students began to take the responsibilities for
contributing clues by answering the teacher’s questions.
4.1.4 Teacher C
