Mr. Harris explains to the students how they should work in pairs. First, he models what he would like them to do and then explains four different activities in a row. Throughout his 30-minute explanation, he provides several examples. He prompts them to listen by saying, "Settle down, pay attention please. We have a lot to get through today." He becomes frustrated when his students fidget and lose attention. He could improve his instruction by: A) Providing scaffolding and further modeling.

B) Limiting teacher talk and increasing opportunities for student response.

C) Writing the instructions on the board as he talks.

D) Prompting students to listen before each example.

B.

Explanation:

The ways through which Mr. Harrison can improve his instruction by allowing his students to response and ceasing his time to talk.

Many times the problem with student's response is not because they don't speak up but because sometimes teachers does not give them time to response. So, the ways to improve student's engagement in the sessions or to engage them to response in class is, first of all, by limiting the time of teacher's talk.

For some students, it takes time to get response from them, so teacher should give students some time to think and response. Another way is to allow co-students help each other than teacher helping them.

In the given case, Mr. Harrison's been shown by prompting his students continuously to listen to him. But instead he should allow his students to talk more than, he, talking and instructing the students.

So, from the given options, the correct one would be option B.

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