Do you want me to help or do you want more time?
posted by Sarah @ 5:51 AM
19 Comments
Monday, October 27, 2008
Previous Posts
- I want you to help me solve my problem.
- Every problem has a solution.
- I know you can handle it.
- Sounds like you have a problem.
- Why did you do that?
- Thank you for sharing that. It's not a choice.
- Please make a different choice
- Choose, decide, and pick
- If I were you...
- I don't want to hear any more tattling!
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19 Comments:
This was a good one.I cant really relate it yo my class now, but i remember when i was a student and as soon as a teacher called on a student I would stop thinking about the problem. I wasnt the only student that would just stop thinking about it because someone was probably going to answer it. I like the idea of the head nod and the time to think, that way everyone has an equal chance to at least ponder the question
I too like the head nod. The idea that all children should take some time to reflect on the subject is great. Also it avoids kids being defined "johnny takes forever to answer questions in class." I also think that if some students were impatient with the process, it might be helpful to try having them jot down their thoughts and organize them while waiting for the "go ahead"
Every problem has a solution happens daily in my room when the kids need help. They even tell each other, "Solve your problem".
We are so rushed through the day trying to get everything covered that we tend not to stop and slow down and let children take time to process. Once we call on one child the others turn off. It is necessary to make sure there is enough time for all students to have a chance to answer. I forget that when I am in a rush to get through everything.
I use a socratic seminar technique to keep my students from disengaging once a question has been answered. They know that they now have a chance to respond to or to pose an additional question related to the topic. It makes for lively discussions. The second and third responses are frequently the most insightful and I find students really listening to what others are saying. I also have tried asking them to answer in your mind and now compose a question to extend understandings within this discussion.
I like Socratic Seminar Techniques. It does help the students think deeper. In observing teachers, I find the hardest part of your job is to dig deep and really ask/pursue the higher level type of questions. Is anyone interested in learning more about Socratic techniques? Maybe if we ask nicely, Karen will share some information with us.
I remember learning the term "Wait Time" as a young teacher and now I use it with the student teachers that I mentor and they look at me funny because we are not using that same language to describe the concept of letting students take the time to process before calling on someone! It is so valuable to give the time needed for kids to think! I often say something like "think about it" or "put your thinking caps on before I call on anyone" or "do you have your Math brain tuned in because I am not going to call on anyone right away so we can all have time to think it through." I can tell that some kids really appreciate the time.
Yes! This is a big one for me. I encourage my students to always to do their best and not to be afraid of trying. Giving the students time to respond and process is essential, not only for the learning process but to build self esteem. Once they have formulated their response and have an opportunity to share with the class, they feel better.
I also like the nod because it cues the students to take the time to think.
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I found this section very interesting. I actually just talked to a student and her parents regarding the same situation that "Aaron" was in. I have started telling the kids to not raise their hands until they thought the questions through in their heads. I also am trying to not call on the kids whose hands shoot up first, but rather wait for a little while and then call on a student.
Sometimes what I do is have the kids share with a friend before I ask question. In math I have them explain to their friend the process (this is after I know that the students have learned the concept. They love it and it helps the children that need additional support hear it from their peers.
Sometimes what I do is have the kids share with a friend before I ask question. In math I have them explain to their friend the process (this is after I know that the students have learned the concept. They love it and it helps the children that need additional support hear it from their peers.
Sometimes what I do is have the kids share with a friend before I ask question. In math I have them explain to their friend the process (this is after I know that the students have learned the concept. They love it and it helps the children that need additional support hear it from their peers.
Hello North Ranch.
I applaud you all for taking this adventurous way to do a book talk.
I hope to join you. At this point, I am just thrilled that I got"in" since I was having some password issues.
Lil
I am interested in learning more about the Socratic method. I have been asking my students this question and invariably they just needed a bit more time. I imagine it feels good to be given the time to think about what you really want to say instead of feeling rushed. It's respectful.
I have often heard Karen mention the Socratic method and I am interested in learning more about it. In my class I try to get the message across that being the first to answer is not valued. I try to eliminate, "Oh, I forgot what I was going to say" by not having students raise their hands. I will pose a question, give ample wait time and then just call on students. If they can not formulate an answer, I do ask, Do you need someone to help you? Now I will add, Do you need some more time?
I started using this and it sure makes the children more comfortable. It gives them more time to think and they feel less pressured. Even if they don't come up with an answer, sometimes later on in the day or even after the lesson is over, they will come up with a thought or answer. It tells me that they were spending more time thinking.
I was like Nate - When the teacher called on someone else I was off the hook. I think I will try waiting longer before I call on any student to encourage all to think things through.
Our recent staff development training reminded me again about how successful the "Socratic Method" is with at risk learners, it allows for critical thinking time and wait time and often helps the whole class in really spending more quality time on task and the additionally
thinking time assists with long term memory.
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