Ask three before me.
posted by Sarah @ 4:15 PM
18 Comments
Saturday, March 21, 2009
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18 Comments:
I have used 3 before me for years and have always loved the effects! The kids feel so empowered and it really does free the teacher up to finish a task at hand(usually Reading group).
I have not been using" 3 before me' lately, and it is good to be reminded of the value in having students check with each other when unsure of directions, etc.
I like this one and use it with great success.
The entry in the book cites an example where "hands fill the air" after an explanation. This sounds like the majority of the class raised their hands and that would be a signal to me that I have to re-teach from another perspective.
I really like ask three before me. I usually tell the students to ask another student before coming to me however, this is a catching phrase they can remember.
I love this phrase and use it religiously. It saves me time and focuses my students on listening. They also learn to solve their own problem rather than running to me.
I agree with Sue B. that it's good to be reminded to use this phrase. I am usually able to help the individual but it's so important for the student to communicate with their peers for many reasons.
I too have used this for years. The kids work together and help each other. It alleviates many listening related issues.
I LOVE this one. Not only does it teach them to listen to directions better, but it gives the other kids a chance to show what they know and "teach" the other student, making it much more meaningful.
I've used this one for a long time, too. Love it. It not only frees up the teacher but it allows students to help one another and learn from each other.
I use this and I have always said "Ask two people before me", but I'm switching to "ask three before me" because it sounds better! I have used it mostly to avoid interruptions during reading groups, but I will try to use it more often.
As everyone has stated, this is a great way to have students reinforce their own knowledge and learning to their peers. A thinking activity to precede questions or after a lesson would be to have each student share one or two facts or ideas that they learned during the lesson with their shoulder buddy or someone near. (Pair share with a partner.) :) Fun!
Like others have said, I also have used this for many years and it is really great for saving me from having to repeat myself over and over for minor things. It frees me up to help kids who need me to spend more individual time explaining something because I am not answering all of the "Where do I put this?'', and "Can we...?" It helps to minimize interruptions of my small/individual groups as well. Besides, they like telling each other what they are supposed to do. :)
The first thing that I thought of when I read this is-if that many kids have questions, there is something wrong with that assignment or the explanation.
I have always liked to use this with the kids but I'm finding out this year that some kids say "I don't know" when in fact they do know and are to involved to help others. I am starting to divide the room into sections and assign a helper to that area. I will let you know if it works for me.
This is a great technique. Not only does it free the teacher from being the "soul authority", it also fosters an increase in self-esteem in those students who don't speak out much. When these get to share their knowledge, they are seen in a different light and are approached more readily in the future. A win win situation for any teacher.
This is a great technique, I have tried it and it really helps me to foster group collaboration.
I use this all the time....I also use a time limit before they can come to me. This way they can ask a couple of classmates for help and then they must work on it for at least 10 minutes before they come to me. So often they want to run to me for every little thing. I found that this works well...
When I saw this, it made me laugh. One of my students had already taught me this phrase. I really like it. It helps everyone.
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