Assignment 1
Click on the link and read the article provided. https://drive.google.com/file/d/0B72Gis40Rnv3ajZMWkU3R2F2d2s/view?usp=sharing
Consider the following guiding questions:
Consider the following guiding questions:
- What strategy did you chose to implement?
- What was your experience with the strategy?
- How did your students respond to the strategy?
- What went well? How might you do things differently in the future
I chose to work on interpreting and elaborating on what the students say in our classroom, rather than saying simple praises like "good job." I have also started asking why more often. My students will typically give a basic response to questions, now I am asking them why or how they have come up with the response they came up with and they are being pushed to extend their thinking. My students have responded well. I have a couple of nonverbal/limited verbal students and they are hearing so many modeled and repeated responses so they are beginning to try to use more words to try to express themselves. I have found that my students who are verbal and want to share frequently are beginning to use complete sentences and they are connecting specific phrases to different comprehension skills or activities that we work on frequently within our classroom.
ReplyDeleteMs. Cooper,
DeleteI have seen you use this strategy in your classroom. I think with a lot of practice, students will begin to automatically respond to your questioning and extending their conversations. It will help to improve their vocabulary and demonstrate to them that they can respond with more than one or two word responses.
I believe that open-ended questions helps students to expand their ideas and to build knowledge on what they are creating. This helps to motivate the students to learn from their experiences and find other ways for opportunities in growth and in learning.
DeleteI agree with Mrs. Cooper. Asking "why" and "how" questions will extend their vocabulary and stimulate their critical thinking skills.
DeleteI tried the strategy to promote children's planning. For example, before children go to centers I have materials on the tables that I want children to focus on, if they choose to grab something else from the shelve that's ok, but I prefer for them to use the activities on the table. However, I ask about 5 children one at a time "what center are you planning to go to? They say, "house" then I ask " what are you planning to play in house center?" It reminds them of what the theme is and what is the purpose of the activities in those centers. I only do like 5 everyday because it really takes a lot of time. When centers are done I usually ask another 5 children, "what center did you go" and "what did you do there?' that gives them an opportunity to reflect on what they did or learned. It also gives me an opportunity to reflect on their understanding of what they learning at the centers.
ReplyDeleteYes! I love it. I do fiond even with my children who are 8 and 13 when asking a simple question about a task they are doing it helps them refocus. I too get very distracted and have to ask myself these questions in my head!
DeleteThis is a great strategy. I think it is so important to have children begin to understand why they are making the decisions they are making. Self-reflection is so important. I am going to begin doing this in my classroom, thank you so much for sharing!
DeleteI love that idea!! I may use that one some times.
DeleteSince I usually send them to centers (First) by free choice, so once they are there, for example, at La CASITA, then, I approach them there and ask for their plan. Some times they have a plan going on, but in case they do not have then I suggest an idea (Family going to a park, or a Dinner out,or Doctor, or....) then, they chose and start playing accordingly.
That's a good idea as well, Ms. Ruiz to ask the children what is their plan once they go to a particular center. I think I would do that too, approach them if I see that sometimes there not on task. Sometimes the children go to centers not knowing or forgetting what the focus is.
DeleteI begin each unit explaining all the centers and ask the same questions that Ms. Fuentes asks before sending them off.
DeleteI like this ideas of asking them what they plan on doing in the center before they go. I am going to try this in my classroom.
DeleteI have always asked my students what they are going to be doing in centers. It really helps to keep them focused. - C. Cantu
DeleteI chose to implement with providing feedback. When students go to centers, they get to explore different things or ideas. Since we are working with community workers, they get to pretend to be firefighters. I noticed what they say and the words they used. The students answer questions about "what are you playing with" or " what is that toy use for." This strategy works well with center time, since we can engage in Back-and-forth conversations. In the future, we can use more explanations using their thought process more extensive and encouraging their efforts in a effective way.
ReplyDeleteI also enjoy hearing the student have conversations about the topics we discuss. They can go and on sometimes! Especially when we teach them new words :) Center time is such a great time for them to expand on what they just learned.
DeleteIt is great for the students to be creative and use their imagination through exploring. This promotes learning. It is good to have a base or prior knowledge to expand and will be able to become familiar with such theme as community works. This provides opportunity for a word wall on new vocabulary learned.
DeleteI chose to implement the student influence planning part. I have done it with our past theme community helpers. We have brace maps and tangibles as well as books that we can use to teach about each community helper. The students to go on and learn more about firefighters. We did a tree map of what Firefighter, have, are, do. Then we also did a brace map of what they wear and centers were based on firefighters that day. Count hoses, dressing up as a firefighter in dramatic, use blocks and firetrucks to put out fire's at the local business in our community. The next day I asked which one they wanted to learn more about, I would make modifications and change my lessons as needed to fit the needs of the students.
ReplyDeleteI really like this because you are tailoring your lessons around your students and their interests... to make it meaningful for them to want to learn more
DeleteI am trying to give the children more specific feedback about what they are doing instead of only saying "good job". I am telling them more often what they are doing right so, hopefully, they will have a better idea of what they are doing well.
ReplyDeleteI am also doing this in my classroom. I am now seeing my students do it to each other. They are more specific when they are talking in their own conversations and use more details to describe when sharing.
DeleteThat's good Ms. Riggs telling children what they are doing right is a good way to provide feedback.
DeleteI like this! It gives them detail. Only saying "Good job" does not tell them what they did well. But saying I like when you share. You are doing such a great job helping others. Those types of responses lets them know a lot more than good job! Way to go Ms Riggs.
DeleteI do this as well. It's work in negative and positive scenarios.
DeleteIt's cute when I hear my kids say "I don't like that!" instead of pushing or hitting. I feel like they are taking a pause to think before they act. They even tell each other "You make me sad when..."
I do this as well and it works. They also like it to be more personable, making sure they you see where they have improved and acknowledging it. Also validating them, I see you, I hear you and I am listening....
DeleteUsing complete sentences helps the students increase their vocabulary.
DeleteI have really been working on not saying Good Job. I've been working on expanding on their explanations of what they are doing and it has improved their vocabulary and language skills.
DeleteI am not a teacher in real life nor on tv but I have two children of my own and on breaks I keep my three nephews. So the age range is 5yrs old thru 16years. We plan for our breaks or weekends and I learned that if I let them choose anything uinder the sun it is hard to get them to agree on an activity but if I give them choices it is much easier. I use reflection a lot when talking to them " How do you feel about that" especially when they have made a good choice and not just the bad. I want them to reflect on the positivity and like to get their feedback when we go out "How did you like that library". I think this builds their social skills and their understanding of the world. To treat others as they want to be treated. If they make a bad choice I ask how that might have made the other person feel so they get an understanding not just that it is wrong but how to empathize with others.
ReplyDeleteI try my best to use encouragement instead of using praise. Sometimes saying "good job" or "I like that" doesn't mean much if you're saying it to 17+ kids in a row. Instead I work on expanding on why I like or how I want a student to grow with their actions or learning. I use things like, I like how you used your words instead of pushing or I liked how you passed him the basket...
ReplyDeleteI agree, and words mean a lot, especially with the little ones. Giving that positive feedback I think gives them more want to do better and make good choices. Even the small stuff counts, for example students sneeze and I hear more than one person say "Bless You", I get excited and tell everyone thank you.
DeleteI also agree with Mrs. Ortiz. Instead of praising children's ideas, we should all try to listen, ask questions, comment, and record their ideas so that they are encouraged to think about and follow through with their intentions.
DeleteI like to write down what the students say. I use this during Word Time. I write "Squawkers Words" on the board and then I write the words down and underline the letters as we spell them. I then write down the sentences. I then ask the students to answer the prompted questions and I write their answers on the side of the board next to the words with pictures.
ReplyDeleteI like to write down what the students say as well. I do this during Daily News or Journal time so that they can reflect on what they said and I also like to share what the students wrote about in their journals so that the students can reflect on what they wrote about. Most of the time when I have the students share what they wrote about to the class, they are able to remember what they wrote about.
DeleteThe ways to promote student learning are good especially since students at an early age learn and can expand their language and communication skills. Having a word wall, vocabulary words associated with the letter are good. More ways can be utilized like pronunciation and syllables as examples. These are good teaching ways.
DeleteI agree that writing down what children say is a great idea that helps them improve their conversations. This helps them understand that their words have meaning and that what they do is important. It promotes language and communication skills as noted previously.
DeleteI agree that writing down what children say is a great idea that helps them improve their conversations. This helps them understand that their words have meaning and that what they do is important. It promotes language and communication skills as noted previously.
DeleteCan the person who posted as unknown write in their name please so I can give you credit. Thanks!
DeleteI chose to use encouragement rather than praise. I noticed that I say "Good job" a lot after a student shows me something they did or something they made. If a student says, "Look what I made!" I ask them to tell me about what they made so that it opens up an exchange in conversation and they actually have to think about what they made. One day a student showed me the letter F for the fist letter in his name and instead of staying "Good job, you found the letter F!" I asked him what sound the letter made. Then I asked what words begin with F and he responded with "Francisco" and I asked him, "What else begins with F and he said, "Fish!"
ReplyDeleteI feel that this strategy is very impactful and it pushes more the students and us as teachers, to expand our language and have meaningful moments with one another
DeleteI chose to use encouragement instead of praise. I'm trying not to just say "Good Job" to students because it isn't impactful or validating enough what exactly they accomplished. Instead, I am trying to elaborate more on what and why exactly do I like the work that they complete. It will also grow on my students' language skills and push them to grow with their actions or learning.
ReplyDeleteI agree that encouragement is also a great tool in helping motivate students. It does validate children's thoughts and feelings. It helps them feel that what they are doing is of importance. This is meaningful and impactful and it helps so that children can continue to feel empowered in what they do.
DeleteI chose to use encouragement rather than praise. I had a big issue for sometime just telling students "good job" and not really much else, especially if I was in a hurry. I decided to encourage conversation with them when they would show me something they were proud of. They really opened up and were much happier with the questions than just me saying good job. I found that it really improved their vocabulary as they tried their best to explain what they were showing me.
ReplyDeleteThe strategy I utilize in my class is "asking open-ended questions." In other words, I ask questions that begin with "how" and "why" to encourage development of higher order thinking skills. For example, in my dramatic area the children were acting as fire fighters. Some of the questions I asked include "Why do you think we need fire stations?" and "What tools do fire fighters use?" Overall, this was a positive experience because the students were actively involved and engaged while we were reflecting on the theme.
ReplyDeleteEach one is unique and serves its purpose with the ways and suggestions the article describes. Being in the classroom with another teacher helps in student learning. Many times, the teaching is explaining, lecturing or providing routines, we may not concentrate on the other things. Although this is important to teaching, Listen to Children’s Plans, leads to feedback, analysis to students understanding in various styles of learning. It has worked and progress is shown because being observant and a listener provides opportunities for learning, growth and improvement through their exploring, experiences and their peers. They do well because they enjoy conversations, provide some detail, examples, imagination and move forward. They want to express themselves and provides them communication through language. They are open, welcome and motivated and feel satisfaction through this process. I would like to try other ways to assist students in their learning.
ReplyDeleteThis is a great article that introduces great strategies for us to use with our students on a daily basis. I implemented children's planning. I wanted to know what they thought they would be doing and I wanted them to expand on it. I began asking students what they would be doing and elaborating on that. Students like telling you what they will do, how they will do it and with who. They like saying what toys or objects they will use. It's like they want to tell you everything they want to do. As for changes to the strategy.... The students did well but sometimes they didn't know what words to use. I think going over vocabulary for different items in the classroom will help them improve and extend these conversations. I will also continue doing this in small groups so that children can learn from each other.
ReplyDelete