EDS 190: 3-2-1
October 17, 2013
1. “Staying silent during Step 2 usually works best. But sometimes you’ll want to make your thinking ‘visible’ to students, such as when showing what self-control looks like or how to deal with strong emotions” (pg. 17). I think this is really important for all students because in general students need plenty of think time modeled for them so that when they are in the situation that requires them to think before doing, they will remember what their teacher modeled for them. Also, I can see this being good for ELL and special needs students who need more think time than others. I remember at ET Elementary School, my CT at the time did this often. She would model what she was thinking before writing, preparing for the next lesson, when deciding what sort of book to read, how she will solve a problem for math, and much more. I saw this as very helpful. All of her students are ELL and spoke two languages. However, they were still translating a lot in their minds and needed time to think through before doing. Also, it gave students a chance to know their teacher more and have fun observing what she thinks about when it comes to making decisions and formulating her thoughts.
2. “Avoid pointing out behaviors that were not part of your Interactive Modeling” (pg. 24). I am sure it is easy to be overly attentive to every detail in the classroom rather than focusing on the one thing you want to drive into the kids. However, since children need to learn these individual behaviors and make them become habit in the classroom, it might be confusing to tack on several other spontaneous important behaviors during a lesson. Keeping it simple will help students solidify your goal.
3. “Ask students what they noticed…” (pg. 37) I feel like I hear several of our professors ask us this simple question and as a result many creative, unique and individual responses are shared. I want to start using this question as I teach more often. As a teacher, I have often had the misconception that my question asking needs to be elaborate. However, some of the most interesting answers come from simple and open-ended questions.
4. One question I have after reading both chapters is how much time is devoted to mastering these routines at the beginning of the year? I figure that these sort of behaviors need to be shown right away and maybe others need to be eased in like academics. However, how can you pick and choose the best behaviors you want to model and which ones to not emphasize as much?
October 17, 2013
1. “Staying silent during Step 2 usually works best. But sometimes you’ll want to make your thinking ‘visible’ to students, such as when showing what self-control looks like or how to deal with strong emotions” (pg. 17). I think this is really important for all students because in general students need plenty of think time modeled for them so that when they are in the situation that requires them to think before doing, they will remember what their teacher modeled for them. Also, I can see this being good for ELL and special needs students who need more think time than others. I remember at ET Elementary School, my CT at the time did this often. She would model what she was thinking before writing, preparing for the next lesson, when deciding what sort of book to read, how she will solve a problem for math, and much more. I saw this as very helpful. All of her students are ELL and spoke two languages. However, they were still translating a lot in their minds and needed time to think through before doing. Also, it gave students a chance to know their teacher more and have fun observing what she thinks about when it comes to making decisions and formulating her thoughts.
2. “Avoid pointing out behaviors that were not part of your Interactive Modeling” (pg. 24). I am sure it is easy to be overly attentive to every detail in the classroom rather than focusing on the one thing you want to drive into the kids. However, since children need to learn these individual behaviors and make them become habit in the classroom, it might be confusing to tack on several other spontaneous important behaviors during a lesson. Keeping it simple will help students solidify your goal.
3. “Ask students what they noticed…” (pg. 37) I feel like I hear several of our professors ask us this simple question and as a result many creative, unique and individual responses are shared. I want to start using this question as I teach more often. As a teacher, I have often had the misconception that my question asking needs to be elaborate. However, some of the most interesting answers come from simple and open-ended questions.
4. One question I have after reading both chapters is how much time is devoted to mastering these routines at the beginning of the year? I figure that these sort of behaviors need to be shown right away and maybe others need to be eased in like academics. However, how can you pick and choose the best behaviors you want to model and which ones to not emphasize as much?