Copyright Goodheart-Willcox Co., Inc. 320 Unit 4 The Teacher A demonstration requires careful preparation, especially if the process involves a complicated explanation. What is the sequence of steps? How can they best be shown and clearly explained? Are there any safety precau- tions to observe and emphasize? What equipment and materials must be gathered and ready to use? How can the room be arranged to make sure all students will have a clear view of the demonstration? What questions and examples will help students understand the process? Sometimes, teachers reverse roles and have students prepare and present demonstrations. This may be a learning activity in which students research the topic they will demonstrate. The teacher can use this role reversal as a way of checking students’ mastery of a process. Guest Speakers Guest speakers can bring outside expertise into the classroom and gen- erate interest. For example, for young children, having a firefighter talk about fire safety and show firefighting gear can be an exciting and memo- rable way to learn the topic. Before inviting a speaker, be sure you understand your school’s pol- icy regarding outside guests. Having a guest speaker in the classroom may require administrative approval, parental permission, or, in some cases, a background check. These policies help ensure students’ safety. When using a guest speaker, it is essential to make sure the experience is a positive one for all involved. When inviting the speaker, be clear about the topic, the objectives, and the time frame. Agree on the format the speaker will use and identify any special arrangements, such as equipment needed. You might have students prepare questions for the speaker ahead of time. When you, as a teacher, have a community member in your classroom, you and your students represent your school. If students are attentive and polite, the speaker will leave with a positive impression. Be sure to follow up with a personal note or notes from students thanking the speaker for sharing his or her time and knowledge. Simulations Simulations are useful to put students in situations that feel real, even though they are not—eliminating any harmful risks. Simulations give students opportunities to experience certain aspects of a situation as if they are in them, includ- ing making decisions and solving problems. Simulations come in many forms. High school students may hold a mock trial. A group of fourth-graders might spend a morning as students at a pioneer school, learning as children did then. Computer-based simulations are very common today. For example, instead of providing real frogs for dissection, frogs can be virtually dissected using computers (Figure 14.12). While simulations are most common in social studies and science, they can be useful in other areas that require student involvement. Simulations work well when students are learning new skills or exploring feelings and attitudes. Skits, role-playing, and case studies are variations of simulations. peterhowell/iStock/Getty Images Figure 14.12 In sciences classes, augmented reality allows students to interact with abstract concepts in a more tangible way.