#2 “Like adults, children are more likely to meet hard challenges when they can see an exciting vision of themselves being successful.” (p. 46)
#3 “When we ask children ‘What do you want to try?’ or ‘What might work?’ or ‘What do you know about this?’ we show trust in their ability to have good ideas, to think for themselves, and to contribute in valuable ways to the class.” (p. 51)
#1 I really enjoyed reading the 3rd chapter about using open-ended questions and how important they are. I recently sat in on a guided reading time at F Elementary. The teacher asked such simple questions such as “What do you think so far?” and “Can you show me where in the text made you think that way?” The 3rd graders were so responsive to her questions, and were able to give ample evidence of their thinking within the text. When I tried this approach with my students during guided reading time, they did not know what to say. It was almost like they had never had anyone ask this question before. I definitely want to practice this more when I have my own classroom.
#2 I thought it was impressive how the teachers highlighted in chapter 2 were able to have meaningful conversations to students who were misbehaving and to draw from their words to create solutions. This takes a lot of patience as well as being intentional.
I am trying to have more one-on-one conferences with students and am finding that I get stuck knowing where to go from the moment they word to me why they are having a hard time, especially when they it’s linked to something going on at home. I do communicate with my CT of what students tell me. I think that it might be helpful to take case notes of my students in order to keep track of the things they tell me during difficult as well as successful situations. This way I can have information on record in case I need it. What else could I do