Skip to main content

BlogPost #3



I thoroughly enjoyed this article on different ways to lead a discussion in your classroom because it introduced me to some discussion tactics that I had not heard of before and others that I wouldn’t of thought to implement in a secondary classroom. Setting ground rules within the discussion group is something that changes what I know about setting ground rules and uses it to the advantage of both teacher and student. The teacher still gets to implement rules they wish students to follow but students will also get the opportunity to identify rules in which they would like they have just between group. As this could and most likely would differ from discussion group to discussion group the outcome of the discussion will not only be differed because of the different minds and ideas from students but also because they have their own set of rules to be follow. Potentially even allowing varied ideas from the same groups if you switched rules from group to group throughout the discussion period.
I like the introduction to me of the hatful of quotes discussion idea. This isn’t something I’ve thought but I prefer how it creates an environment or requirement from students to use their voice during class but does so in a gentle way of asking for volunteers at first both slowly growing to those who might have not talked at all given the opportunity. As stated in the text it will also give those students who are less than hyped about talking more time to think and then they can even pull off ideas from their classmates and agree or disagree or build their own argument as more and more people share.
When I first read the heading “Rotating Stations” I thought that meant that students would rotate between groups not that student groups would rotate around different dialogue stations (my mind works in mysterious ways apparently).  While I like the texts definition of a rotating station I still can’t help but let my mind wonder what the outcomes would be if you broke students into small discussion groups for a short period of time and then had two of the students then rotate on and so forth for a while how many ideas would cross paths. Is this a crazy idea to ask of students to be able to keep their calm while shuffling and intermediately being asked to discuss their academic topic or is a good way to truly have a whole class discussion while maintaining the small discussion group feel so that students who would rather not talk in front of the entire class still have a good opportunity to share with most of their fellow classmates.

Comments

Post a Comment

Popular posts from this blog

BlogPost #4

After reading the standards for speaking and listen in ELA for grades 5-12 it is easier to see the natural progression as time moves forward of what is expected of students. The standards add one or two things every year to really hone in on specific skills that are needed in life. It is also nice to see the big differences that very from the earlier years to junior and senior and how you start with this one skill and through the years it becomes one skill but will multiple facets that showcase how students become better learners and can showcase this. This for me eases my mind for standardized testing – I guess before I let myself be overwhelmed with the idea of having to teach completely new ideas but after reading the standards knowing it is really just adding to the base makes incorporating the standards and texts to classroom easier-ish. In the NES text, I appreciate all the different methods that are shown to meet the standards described in the speaking and listen common core s...
Post a Comment
Read more

BlogPost #2

The cultural significance differences that the Native English Speaker Teachers are making in Japan is something that got me quite intrigued with this article. I am curious if the invitation from the Japanese government for people to immigrate to Japan to combat their declining population issue is why the culture swap is happening. Maybe this is a bias opinion and I am not open enough to change when it is presented in front of me here in the USA – however, it seems as if the Native English Speaker Teachers are making cultural enough impacts on the university students in Japan while immigrant cultural impacts are not happening nearly as rapidly or at all in the western world.  I didn't really quite understand all the numbers meanings and statistical analysis graphs shown throughout the article, but that's mainly because I don't understand most math of any sorts. I would be curious to a follow up article in a few more years to see the cultural significance differences to s...
Post a Comment
Read more

Reading Literature Handout

Reading Literature Handout Description: -           Part One: This section is a small collection of notes, interviews, and recordings from teachers who have implemented multicultural texts in their classrooms and their students who received these lessons. The stories detail the highs and lows of multicultural classrooms actually reading multicultural texts. Two of the stories I really gravitated towards and will be focusing on are Students Resistance to Engagement and No Imagined Peaceful Place. In the chapter Students Resistance to Engagement the editors and teacher discuss the hardships of that are brought on by students who can’t understand why there is a need to read the texts. Explicitly talking of “Backlash to Challenges of White Privilege” and “Denial of Racial Difference” where it is discussed that some students will struggle with accepting that their own perspective and experiences vary drastically from that of their peers. It ...
Post a Comment
Read more