From the reading we know that students want their comments/opinions heard in your classroom. How do you make sure that you are not like those teachers discussed on page 76?
I think that students know if the teacher genuinely cares for the students and in doing so will exhibit genuine fairness in the classroom. Teachers that are fair will demonstrate expectations in their character and will be open to discuss their student's opinions / thoughts even if they are different from the norm. Students really want to feel as if they are being heard regardless of the decisions that are made.
One year on constitution day, I created a classroom constitution in which the students came up with the parameters and then they all signed it. By doing this, they were able to take ownership in the rules. On a day to day basis, I try to take time out to talk to the students. I give them their own fair share of time to get their point across. Also, I try to reinforce correct points that they made in their discussions later on in class. If they are way off base, I try to take something that they said and mold and reshape it so that it can be sort of right.
Seeing that every student gets heard is a lot easier said than done. Mostly, I work hard to pay attention who has contributed and who I want to encourage to contribute day-by-day.
Giving student's choices and letting them pick what exercises they choose as a warm-up during PE is a way that shows students they have a voice as to what goes on in class. I ask for their opinion during Health and always try to call on every one of them that raises their hand. If only two or three are raising their hands and answering questions, I ask for others to give me their answer or opinion. I tell them we can agree to disagree, that their opinion matters.
At the beginning of the school year I sit down with my students and together we create a set of general rules for the health classroom. It's almost like creating the school improvement plan. When everyone collaborates and they are included in the vision and in the decision making process they feel a sense of empowerment. I think one best compliments that my students give me is they say that I treat everyone the same way and wow do things run much smoother when they feel that way.
I try to get all my students involved when we read or discuss something. When we read I take volunteers. I let each read a paragraph. I then call on the ones that did not volunteer to read. By doing this my whole class is involved and they begin to feel more confortable about raising their hands. When I do ask ask questions I try not to call on the same students every time. I sometimes call on the ones that dont raise their hands first to give me an answer then call on the ones that do have their hands raised to add to the answer.
Making sure that all students feel that they are heard can seem to be a chore, but it is possible. I generally give some time every couple of days for students to share a story, etc. It's never really planned at all, but just sort of happens. I try to give as many students as I can an opportunity to say something. In this way, students feel that they are heard. Another way that students want to be heard is when they are accused of doing something wrong. I try to listen to what the students wish to say, making sure they understand that I will listen to them, but consequences may still apply. If it doesn't not turn out the way they think it should, they at least feel that the teacher has listened to them.
I often organize discussion such that every student knows they are required to answer a question or offer a comment. Until everyone has participated, no one can participate a second or third time. That said, I find it easy enough to be sure everyone participates if I am NOT focused on what they offer being directly related to the topic at hand. I still struggle at times to keep a discussion focused tightly as well as getting everyone to participate.
Every day I do my best to integrate students quetions and ideas into each lesson we are covering that day. This can be easily done by taking time to aknowledge that particular student's independent thought with something as simple as "Courtney brings up a good point...." or "David just asked a good question that alot of us might be wondering..." When students realize that you recognize their inquisitveness or independent thoughts as positive aspects in the classroom, this will in turn only inspire more students to ask questions and contribute their thoughts and opinions as well. Another way to add to approach this can be something as simple as a general question to the entire class like.."So what opionions do you have about this topic?", then allow for class discussion. In the past, I have even had classroom debates on hot button issues, that allow for students to present their opinions in an open class forum. Bottom line: Teachers must make an effort to involve students in class on an everyday basis where students feel respected and are desiring to take part in discussion.
Unfortunately there just insn't an infinite amount of time. I call on a few people each time and try to call on different ones the next day so its a variety. I also go in a pattern of girl-boy so both groups feel more included. I think its important that the kids feel like we do care what they have to say yet we must also not be lost adrift from our topic....Not quiet the scales of Lady Justice by still a balancing act for the aware. I do sometimes have the students toss a ball for turns. I like the method of having the student's name on an item and drawing over the days so each person has a turn to share. I haven't incorporated this method this year, but it has been effective before. My students and I do joke about that evil word "time"...
Yvonne said When it is a very HOT topic for example something in the news or something upsetting has happened, I do take the time to listen to each student who wants to comment. It may take some time but I feel that there are just certain situations when a child needs to be able to express themself. When it is just a question pertaining to a story we may not get a chance for each child to answer or give his/her opinion so I try to call on different ones for different questions. I have also found that just because his/her hand isn't raised doesn't mean they don't want to contribute. So sometimes I call on those children too and most of the time they have a great response.
When having a class discussion, I make sure that I allow enough time for all students to generate a response to the topic. I think it helps, when there is time, to record the questions and comments as they occur, allowing for a review at the end of the discussion and for students to see the trail of thoughts that were generated. There are always the “outspoken” students who will volunteer every time first and then there are those who may be quiet, shy, or still processing the question. I call on volunteers but I also will periodically ask only for those who have not offered a response yet. For the most part, this gets those who are a little reluctant to join in, and it allows for me to review and regroup those who may be lost. I love to hear from my students. I think it’s wonderful when they share their thoughts, concerns, and questions. By doing so, they offer insight to what they feel is important and to who they are as a person. This allows for more connections to be made in the classroom and their thoughts may help other students. Amber Treadway
I try to talk to as many people as possible in a class period. I enjoy hearing their thoughts. I also find that it is helpful to let them write in what they think. Sometimes it takes less time for me to read what they say than it does for them to volunteer in class. I then just have them to write on their paper whether or not they wish to share what they have written.
Most of my students love to talk, so we have good class discussions. I do have some quiet ones and I try to make sure that they are not left out by making sure I call on students who don't raise their hands. One of the best discussions we had in the class was when I let the student talking call on the next person. Everyone wanted to participate. I try to make sure that everyone has a chance to express their opinion, but sometimes there is not enough time for them to respond a second or third time. I know that when I have to stop the discussion, they feel like I don't care what they have to say.
With concepts that I teach, I try to bring in as much "real-life" as I can. When I do this, I typically use stories. This initiates a setting where a student wants to share a personal experience as well. Their experiences shape their perceptions and opinions. I do feel that I need to work on facilitating this in a better manner.
Like many enteries, I believe students need the opportunity to discuss issues and concerns they may have. Students who feel teachers respect and care about them usually are comfortable in doing so. Time often becomes a factor. I try to be fair and provide equal amounts among students. However, the number of students needing someone to listen to their concerns and issues is increasing. If we only had more time. Unfortunately as educators, we know the closer we get to the end of the year, the less time we have to listen thanks to all the focus on testing. Idea: Maybe administrators from the state and local levels would allot a reasonable amount of time to listen to what our young people have to say instead of telling them what they should be concerned about. I am certain the students would love to enlighten the administrators.
During some class discussions I toss a ball to a student and that person gives their input on the subject. The ball is tossed from person to person until everyone in class has had the opportunity to take part in the discussion. Sometimes I will have to make rules like "you cannot pass the ball to another boy, you must pass it to a female." I believe when students feel respected in your class, they are understanding when you have to say "just one more comment and we have to move on." Since time is a factor in the classrooms of today, students and teachers must practice a little give and take. I also will ask students to reflect on the topic of discussion as an exist pass. This way everyone has an equal share of my attention.(When I read their papers.)
I feel that class participation is very important part of the learning process. If a child is actively involved they will take ownership in thier education. I probably spend to much time letting the students give their input. I want the kids to feel comfortable in my class to ask any question they need to or offer input on a daily basis. I encourage students to ask any question they like as long as it pertains to our lesson. I always tell the kids the only dumb question is the one you dont't ask when you don't know the answer.
I agree to fairness in the classroom and sometimes you have to go that extra mile if everyone is really interested in a topic. Not very often do you have too many students that want to participate in your discussions. So I think if it is interesting to them, then it is worth discussing more than planned.
I was the shy kid in the classroom that didn't want to say ANYTHING outloud. So, I know how some students feel about not wanting to talk. I also know the importance of participating. I have a container of popsicle sticks with the students names on them. I use these to make sure everyone is participating in the problems that we are work on in class. I don't use them everyday, but I use them quite often. When the situation arises, I like to share things from my past travels/work experience that relates to something that we are doing. That typically starts the sharing time of similiar experiences from the students. We often run out of time, however!
Teaching Social Studies and Science really gives me the opportunity to have group discussions often. I learn so much about my students when I let them share freely. If i notice someone not participating in the discussion I'll say, "____, how do you feel about that?" Their opinions matter so much and sometimes I think we might be the only person who actually listens to certain students. This helps them feel validated. I conciously make sure that I don't call on the same studetns all the time or just the ones raising their hands. I also agree strongly with Cassie Crowder about letting students have the opportunity to share their side of the story when accused of a wrong doing. If Mrs. Jenkins tells me I've done something wrong, I certainly want to get to explain my actions, even if there is still a consequence. I know the students feel the same way. It's amazing what you find out when you just take the time to listen.
I feel that a classroom discussion can be a great way to teach and get the students actively involved. Unfortunately, sometimes when having a classroom discussion you hear from the same students over and over again. I really liked the idea of using popsicle sticks with students' names on them to get everyone involved and to make it fair. Ashley Campbell
I feel that teaching in a smaller setting makes many students who would not normally speak out in a regular size classroom feel more comfortable to speak up. Anytime my students are willing to further discusses a topic or share their thoughts I feel it is important to let them speak. Not all teachers have the flexibility to deviate from their lessons and let students debate or share ideas however in my smaller setting we do these things daily. Mandy Barriger
During my lessons I make sure that I call on all studnets when I feel they will be succesful. I do not like to play got ya. I do allow free answering at times and more students participate. My students know when to raise thier hands or to free answer beacuse I tell them now raise your hands after the question.
It is very important to make the students feel that their opinions matter. I try to provide activities that focus on the same standard and give the students the choice of which to complete. I also try to make time at the beginning of class or at the end of class to talk with them just about school, movies, music, etc... It is amazing how much you can learn from your students. Anna Hicks
When there are a lot of students who want to respond to a certain question, I will get 2-3 answers and then ask; "Does anyone have a different answer". This cuts down on having several students providing the same answer. Sometimes, I call on students who do not raise their hand in order in keep students attentive to the discussion. One of my favorite ways to do discussion is by playing "Monkey on Your Back". I use a stuffed monkey and the student with the monkey has to answer. Then the student with the monkey gets to pass the monkey to a student of their choice to answer the next question. This tends to lighten the mood and students all want a chance of holding the monkey.
I try to treat each student equally. If someone breaks the class rules they must face the consequences of their actions. No matter who the student is. I try to allow everyone a chance in class to speak their minds. I ask if any one has something new to add. If I still have students that didnt get to share , when I have time I go to them individulally to get their thoughts. A lot of times the next chance we get to share info , the students I went to individually will want to share with the group.
Boy is this an old problem. That still happens to me at workshops. Discussion is a very good way to help students. I love Pat's idea about the ball, very creative...Go Pat. It is hard however when some students just want to tell a story instead of make a comment or ask questions. Maybe by limiting everyone to one question until all have had a chance to answer and then call on students who might have a comment, but are a little shy. Not to embarass them, but to give them a chance.
I try to make sure that I call on a person from each side of the room to keep things fair. I try to make sure that the students feel comfortable enough to participate without worrying about be embarassed.
I use popsicle sticks with student names written on them and use them to "draw" a name to call on and I use them to assign partners for classwork. I make an effort to call on every student in the class to answer questions instead of only the ones who have their hands up, since that's usually the same students over and over.
I try to call on students on opposites sides of the room. I also try to rotate between boys and girls.
One year I used a technique that I take full credit for(you can use it if you like it). I told the students that I would select two kids at the start of class. But I would not tell the students who I selected. And if those students participated throughout the class then every child in the class got a piece of candy. Tip: Never alienate the secret students if they didn't participate.
In my classroom, I not only work with each individual, small groups, and entire class. Concidering the make-up of my students, fairness is always a huge issue. I do try to make sure that each student feels that they have been helped on a personal level and they feel more like an individual as aposed to a class so that they all get personal attention. I hope they feel that I am fair.
Ilookat my classroom as a team not as a class.We work all together but we also work as sections.By breaking students into smaller sections I can hear my problems as well as address problems brought up by individual students. I give Students the opportunity to share their understanding their likes and dislikes without judging their statements personally as right or wrong. With each song we sing, I try to bring in real life expierences that correspond with the music as well as talk about the cultural diversity the songs offer. All students have the opportunity to give their opinions but all don't. I use as much ethnic music as possible drawing on my Hispanic and African American students as well as my Asian students for cultural understanding as well as pronnounciation of words and understanding the content of the song. This helps students to be a vested part of the classroom.
At this age students want and need to be heard and most importantly understood. I find myself daily having "life" talks with my students. One of my students really struggles with home life. Just about every morning this student will come to me just to talk. Many times I feel inadequate for such a position considering I have never experienced the things many of them have. Every Monday morning after the weekend I allow 5-8 minutes for students to share amongst each other what they did. They really love it. My students know I’m not here to be their best friends but they do know they can always come and talk to me.
I feel it is imperative that students are given the opportunity to discuss their opinions. Every so often, I will read a statement, and ask that the students move to a spot in the room that corresponds with their feelings. They rate the statement on a scale of 1-4, then move to the appropriate spot in the room. These statements are generally things that students care about, and I feel that as a teacher I should listen to their feelings, respect their opinions, and allow them to discuss them safely.
It is very hard to hear from every student in a class period. The same students tend to want to express their opinion over and over again. My warm up is a question about 'this day in history' and usually something most everyone can relate to. Therefore, I try to call on students who don't have much to say during the warm up. I often do a 'stand up, sit down' activity where a student can express their opinion in a non-verbal way and everyone is participating. I also randomly point to a name on my role to answer a question. This also allows several students to have the opportunity to be heard.
I try to make sure I include all students in discussions and utilize good wait time to allow those kids who may have a longer "turn-over" before they have an answer at the ready. One thing I have always tried to do is to notice those students who attempt to quietly blend in to the background and seek them out during moments of down time or free minutes. I remember vividly the 6th grade teacher who noticed how much I read and asked if I wanted access to the "Advanced" section of the library, even though I was not a big contributor in class discussions or a "noticeable" student. I feel that just calling on these kids makes them anxious and nervous, whereas simply trying to tell them something funny, ask how their weekend was, or compliment them on a great pair of shoes is a much less anxiety producing way to let them know that I see them and am interested in them.
This is a topic that in band can be easily obtained in many ways. When I give a playing test, I let volunteers go first. This gives kids confidence and puts a competitive spin on a test. Sometimes, I let the kids decide what scale we are going to warm-up or let them pick a warm-up. I even go back after listening to a playing test and say "ok, now play it faster and this is not part of your test." just so they can relax and have fun with the music.
I have a little bit of a different situation going on in the Media Center. The way that they know that they are being heard is that I allow them to sign a board that states their favorite book, they can submit requests, etc. During lessons, their names are often times picked out of a jar (random), etc. I try to make them all feel welcome and also try to know their names. This can be a challenge!
I love discussion in my class, but it is imperative that each student contributes in some way. When asking a questions, I like to announce that they have 10 seconds to think of an answer, that way it's not 1st hand up Johnny that gets to respond. Then I try to be fair by asking for responses by alternating gender, and try to call on everyone. Eventually, they will put their hands down if their response is taken. Another key to being fair, is to accept all answers, never come out and say "your wrong". I like to do the, Thank you.... I see where your coming from.... but lets look at it this way....
In order to be fair, all students have to be held accountable for the information and the classroom has to be a place where everyone can speak on a curriculum topic without fear of being embarrassed. A teacher cannot let a few students who are eager to contribute and be heard "take over" the classroom. That means, if you have a few students who raise their hands often (every time), you (as the teacher) have to find ways to coax other students to voluntarily speak in open class by calling on students other than that handful of eager beavers. For those students who have not found their voice, you can always ask the class to write down answers in a journal and then select students who may not think well "on their feet" to show their journal responses on the Active Board. The Active Board is a good way to get everyone involved by asking each student to come up and post responses. Every students responses are valuable and can be used to start a class discussion or develop inquiry on a topic.
I can truly say that I try to involve all of my students each day. I also use the popsicle sticks to call on students for discussion or go to the active board. I also try to keep my expectations the same for all of my kids. I don't want their situations to control their lives. I want them to learn to excel even when things are tough. It doesn't matter to me if you are rich or poor, the smartest or not so smart (in math), or the color of your skin. I want them to know that everybody can succeed. Sometimes, students think that my toughness can be to much, but they know what I expect from everyone. In the end, I hope they know this is because I care!
When asking for student input, I try to be patient and listen to every student who has their hands raised. I will allow everyone to talk as long as they stay on topic. If it gets off topic, I will tell everyone we must move on for the sake of time. When asking questions in class I will go to my roster list and use several patterns throughout the week in order to ensure that all students get involved in the lessons. I will start one day at the top of the roll and go down, then at the bottom and go up the list, sometimes in the middle and go either direction, or at the top and go odd numbers down and even numbers up. This keeps the students on their toes because they do not know when they will be called upon to answer a question.
I think that students know if the teacher genuinely cares for the students and in doing so will exhibit genuine fairness in the classroom. Teachers that are fair will demonstrate expectations in their character and will be open to discuss their student's opinions / thoughts even if they are different from the norm. Students really want to feel as if they are being heard regardless of the decisions that are made.
ReplyDeleteOne year on constitution day, I created a classroom constitution in which the students came up with the parameters and then they all signed it. By doing this, they were able to take ownership in the rules. On a day to day basis, I try to take time out to talk to the students. I give them their own fair share of time to get their point across. Also, I try to reinforce correct points that they made in their discussions later on in class. If they are way off base, I try to take something that they said and mold and reshape it so that it can be sort of right.
ReplyDeleteSeeing that every student gets heard is a lot easier said than done. Mostly, I work hard to pay attention who has contributed and who I want to encourage to contribute day-by-day.
ReplyDeleteGiving student's choices and letting them pick what exercises they choose as a warm-up during PE is a way that shows students they have a voice as to what goes on in class. I ask for their opinion during Health and always try to call on every one of them that raises their hand. If only two or three are raising their hands and answering questions, I ask for others to give me their answer or opinion. I tell them we can agree to disagree, that their opinion matters.
ReplyDeleteAt the beginning of the school year I sit down with my students and together we create a set of general rules for the health classroom. It's almost like creating the school improvement plan. When everyone collaborates and they are included in the vision and in the decision making process they feel a sense of empowerment. I think one best compliments that my students give me is they say that I treat everyone the same way and wow do things run much smoother when they feel that way.
ReplyDeleteI try to get all my students involved when we read or discuss something. When we read I take volunteers. I let each read a paragraph. I then call on the ones that did not volunteer to read. By doing this my whole class is involved and they begin to feel more confortable about raising their hands. When I do ask ask questions I try not to call on the same students every time. I sometimes call on the ones that dont raise their hands first to give me an answer then call on the ones that do have their hands raised to add to the answer.
ReplyDeleteMaking sure that all students feel that they are heard can seem to be a chore, but it is possible. I generally give some time every couple of days for students to share a story, etc. It's never really planned at all, but just sort of happens. I try to give as many students as I can an opportunity to say something. In this way, students feel that they are heard. Another way that students want to be heard is when they are accused of doing something wrong. I try to listen to what the students wish to say, making sure they understand that I will listen to them, but consequences may still apply. If it doesn't not turn out the way they think it should, they at least feel that the teacher has listened to them.
ReplyDeleteI often organize discussion such that every student knows they are required to answer a question or offer a comment. Until everyone has participated, no one can participate a second or third time. That said, I find it easy enough to be sure everyone participates if I am NOT focused on what they offer being directly related to the topic at hand. I still struggle at times to keep a discussion focused tightly as well as getting everyone to participate.
ReplyDeleteEvery day I do my best to integrate students quetions and ideas into each lesson we are covering that day. This can be easily done by taking time to aknowledge that particular student's independent thought with something as simple as "Courtney brings up a good point...." or "David just asked a good question that alot of us might be wondering..." When students realize that you recognize their inquisitveness or independent thoughts as positive aspects in the classroom, this will in turn only inspire more students to ask questions and contribute their thoughts and opinions as well. Another way to add to approach this can be something as simple as a general question to the entire class like.."So what opionions do you have about this topic?", then allow for class discussion. In the past, I have even had classroom debates on hot button issues, that allow for students to present their opinions in an open class forum. Bottom line: Teachers must make an effort to involve students in class on an everyday basis where students feel respected and are desiring to take part in discussion.
ReplyDeleteUnfortunately there just insn't an infinite amount of time. I call on a few people each time and try to call on different ones the next day so its a variety. I also go in a pattern of girl-boy so both groups feel more included. I think its important that the kids feel like we do care what they have to say yet we must also not be lost adrift from our topic....Not quiet the scales of Lady Justice by still a balancing act for the aware. I do sometimes have the students toss a ball for turns. I like the method of having the student's name on an item and drawing over the days so each person has a turn to share. I haven't incorporated this method this year, but it has been effective before. My students and I do joke about that evil word "time"...
ReplyDeleteYvonne said
ReplyDeleteWhen it is a very HOT topic for example something in the news or something upsetting has happened, I do take the time to listen to each student who wants to comment. It may take some time but I feel that there are just certain situations when a child needs to be able to express themself. When it is just a question pertaining to a story we may not get a chance for each child to answer or give his/her opinion so I try to call on different ones for different questions. I have also found that just because his/her hand isn't raised doesn't mean they don't want to contribute. So sometimes I call on those children too and most of the time they have a great response.
When having a class discussion, I make sure that I allow enough time for all students to generate a response to the topic. I think it helps, when there is time, to record the questions and comments as they occur, allowing for a review at the end of the discussion and for students to see the trail of thoughts that were generated. There are always the “outspoken” students who will volunteer every time first and then there are those who may be quiet, shy, or still processing the question. I call on volunteers but I also will periodically ask only for those who have not offered a response yet. For the most part, this gets those who are a little reluctant to join in, and it allows for me to review and regroup those who may be lost. I love to hear from my students. I think it’s wonderful when they share their thoughts, concerns, and questions. By doing so, they offer insight to what they feel is important and to who they are as a person. This allows for more connections to be made in the classroom and their thoughts may help other students. Amber Treadway
ReplyDeleteI try to talk to as many people as possible in a class period. I enjoy hearing their thoughts. I also find that it is helpful to let them write in what they think. Sometimes it takes less time for me to read what they say than it does for them to volunteer in class. I then just have them to write on their paper whether or not they wish to share what they have written.
ReplyDeleteMost of my students love to talk, so we have good class discussions. I do have some quiet ones and I try to make sure that they are not left out by making sure I call on students who don't raise their hands. One of the best discussions we had in the class was when I let the student talking call on the next person. Everyone wanted to participate. I try to make sure that everyone has a chance to express their opinion, but sometimes there is not enough time for them to respond a second or third time. I know that when I have to stop the discussion, they feel like I don't care what they have to say.
ReplyDeleteWith concepts that I teach, I try to bring in as much "real-life" as I can. When I do this, I typically use stories. This initiates a setting where a student wants to share a personal experience as well. Their experiences shape their perceptions and opinions. I do feel that I need to work on facilitating this in a better manner.
ReplyDeleteLike many enteries, I believe students need the opportunity to discuss issues and concerns they may have. Students who feel teachers respect and care about them usually are comfortable in doing so. Time often becomes a factor. I try to be fair and provide equal amounts among students. However, the number of students needing someone to listen to their concerns and issues is increasing. If we only had more time. Unfortunately as educators, we know the closer we get to the end of the year, the less time we have to listen thanks to all the focus on testing.
ReplyDeleteIdea: Maybe administrators from the state and local levels would allot a reasonable amount of time to listen to what our young people have to say instead of telling them what they should be concerned about. I am certain the students would love to enlighten the administrators.
During some class discussions I toss a ball to a student and that person gives their input on the subject. The ball is tossed from person to person until everyone in class has had the opportunity to take part in the discussion. Sometimes I will have to make rules like "you cannot pass the ball to another boy, you must pass it to a female." I believe when students feel respected in your class, they are understanding when you have to say "just one more comment and we have to move on." Since time is a factor in the classrooms of today, students and teachers must practice a little give and take. I also will ask students to reflect on the topic of discussion as an exist pass. This way everyone has an equal share of my attention.(When I read their papers.)
ReplyDeleteI feel that class participation is very important part of the learning process. If a child is actively involved they will take ownership in thier education. I probably spend to much time letting the students give their input. I want the kids to feel comfortable in my class to ask any question they need to or offer input on a daily basis. I encourage students to ask any question they like as long as it pertains to our lesson. I always tell the kids the only dumb question is the one you dont't ask when you don't know the answer.
ReplyDeleteI agree to fairness in the classroom and sometimes you have to go that extra mile if everyone is really interested in a topic. Not very often do you have too many students that want to participate in your discussions. So I think if it is interesting to them, then it is worth discussing more than planned.
ReplyDeleteI was the shy kid in the classroom that didn't want to say ANYTHING outloud. So, I know how some students feel about not wanting to talk. I also know the importance of participating. I have a container of popsicle sticks with the students names on them. I use these to make sure everyone is participating in the problems that we are work on in class. I don't use them everyday, but I use them quite often. When the situation arises, I like to share things from my past travels/work experience that relates to something that we are doing. That typically starts the sharing time of similiar experiences from the students. We often run out of time, however!
ReplyDeleteSuzanne Goble
Teaching Social Studies and Science really gives me the opportunity to have group discussions often. I learn so much about my students when I let them share freely. If i notice someone not participating in the discussion I'll say, "____, how do you feel about that?" Their opinions matter so much and sometimes I think we might be the only person who actually listens to certain students. This helps them feel validated. I conciously make sure that I don't call on the same studetns all the time or just the ones raising their hands. I also agree strongly with Cassie Crowder about letting students have the opportunity to share their side of the story when accused of a wrong doing. If Mrs. Jenkins tells me I've done something wrong, I certainly want to get to explain my actions, even if there is still a consequence. I know the students feel the same way. It's amazing what you find out when you just take the time to listen.
ReplyDeleteI feel that a classroom discussion can be a great way to teach and get the students actively involved. Unfortunately, sometimes when having a classroom discussion you hear from the same students over and over again. I really liked the idea of using popsicle sticks with students' names on them to get everyone involved and to make it fair.
ReplyDeleteAshley Campbell
I feel that teaching in a smaller setting makes many students who would not normally speak out in a regular size classroom feel more comfortable to speak up. Anytime my students are willing to further discusses a topic or share their thoughts I feel it is important to let them speak. Not all teachers have the flexibility to deviate from their lessons and let students debate or share ideas however in my smaller setting we do these things daily.
ReplyDeleteMandy Barriger
During my lessons I make sure that I call on all studnets when I feel they will be succesful. I do not like to play got ya. I do allow free answering at times and more students participate. My students know when to raise thier hands or to free answer beacuse I tell them now raise your hands after the question.
ReplyDeleteIt is very important to make the students feel that their opinions matter. I try to provide activities that focus on the same standard and give the students the choice of which to complete. I also try to make time at the beginning of class or at the end of class to talk with them just about school, movies, music, etc... It is amazing how much you can learn from your students.
ReplyDeleteAnna Hicks
When there are a lot of students who want to respond to a certain question, I will get 2-3 answers and then ask; "Does anyone have a different answer". This cuts down on having several students providing the same answer. Sometimes, I call on students who do not raise their hand in order in keep students attentive to the discussion. One of my favorite ways to do discussion is by playing "Monkey on Your Back". I use a stuffed monkey and the student with the monkey has to answer. Then the student with the monkey gets to pass the monkey to a student of their choice to answer the next question. This tends to lighten the mood and students all want a chance of holding the monkey.
ReplyDeleteI try to treat each student equally. If someone breaks the class rules they must face the consequences of their actions. No matter who the student is. I try to allow everyone a chance in class to speak their minds. I ask if any one has something new to add. If I still have students that didnt get to share , when I have time I go to them individulally to get their thoughts. A lot of times the next chance we get to share info , the students I went to individually will want to share with the group.
ReplyDeleteBoy is this an old problem. That still happens to me at workshops. Discussion is a very good way to help students. I love Pat's idea about the ball, very creative...Go Pat. It is hard however when some students just want to tell a story instead of make a comment or ask questions. Maybe by limiting everyone to one question until all have had a chance to answer and then call on students who might have a comment, but are a little shy. Not to embarass them, but to give them a chance.
ReplyDeleteI try to make sure that I call on a person from each side of the room to keep things fair. I try to make sure that the students feel comfortable enough to participate without worrying about be embarassed.
ReplyDeleteI use popsicle sticks with student names written on them and use them to "draw" a name to call on and I use them to assign partners for classwork.
ReplyDeleteI make an effort to call on every student in the class to answer questions instead of only the ones who have their hands up, since that's usually the same students over and over.
I try to call on students on opposites sides of the room. I also try to rotate between boys and girls.
ReplyDeleteOne year I used a technique that I take full credit for(you can use it if you like it). I told the students that I would select two kids at the start of class. But I would not tell the students who I selected. And if those students participated throughout the class then every child in the class got a piece of candy. Tip: Never alienate the secret students if they didn't participate.
In my classroom, I not only work with each individual, small groups, and entire class. Concidering the make-up of my students, fairness is always a huge issue. I do try to make sure that each student feels that they have been helped on a personal level and they feel more like an individual as aposed to a class so that they all get personal attention. I hope they feel that I am fair.
ReplyDeleteIlookat my classroom as a team not as a class.We work all together but we also work as sections.By breaking students into smaller sections I can hear my problems as well as address problems brought up by individual students. I give Students the opportunity to share their understanding their likes and dislikes without judging their statements personally as right or wrong. With each song we sing, I try to bring in real life expierences that correspond with the music as well as talk about the cultural diversity the songs offer. All students have the opportunity to give their opinions but all don't. I use as much ethnic music as possible drawing on my Hispanic and African American students as well as my Asian students for cultural understanding as well as pronnounciation of words and understanding the content of the song. This helps students to be a vested part of the classroom.
ReplyDeleteAt this age students want and need to be heard and most importantly understood. I find myself daily having "life" talks with my students. One of my students really struggles with home life. Just about every morning this student will come to me just to talk. Many times I feel inadequate for such a position considering I have never experienced the things many of them have. Every Monday morning after the weekend I allow 5-8 minutes for students to share amongst each other what they did. They really love it. My students know I’m not here to be their best friends but they do know they can always come and talk to me.
ReplyDeleteI feel it is imperative that students are given the opportunity to discuss their opinions. Every so often, I will read a statement, and ask that the students move to a spot in the room that corresponds with their feelings. They rate the statement on a scale of 1-4, then move to the appropriate spot in the room. These statements are generally things that students care about, and I feel that as a teacher I should listen to their feelings, respect their opinions, and allow them to discuss them safely.
ReplyDeleteIt is very hard to hear from every student in a class period. The same students tend to want to express their opinion over and over again. My warm up is a question about 'this day in history' and usually something most everyone can relate to. Therefore, I try to call on students who don't have much to say during the warm up. I often do a 'stand up, sit down' activity where a student can express their opinion in a non-verbal way and everyone is participating. I also randomly point to a name on my role to answer a question. This also allows several students to have the opportunity to be heard.
ReplyDeleteI try to make sure I include all students in discussions and utilize good wait time to allow those kids who may have a longer "turn-over" before they have an answer at the ready. One thing I have always tried to do is to notice those students who attempt to quietly blend in to the background and seek them out during moments of down time or free minutes. I remember vividly the 6th grade teacher who noticed how much I read and asked if I wanted access to the "Advanced" section of the library, even though I was not a big contributor in class discussions or a "noticeable" student. I feel that just calling on these kids makes them anxious and nervous, whereas simply trying to tell them something funny, ask how their weekend was, or compliment them on a great pair of shoes is a much less anxiety producing way to let them know that I see them and am interested in them.
ReplyDeleteCristi Julsrud
This is a topic that in band can be easily obtained in many ways. When I give a playing test, I let volunteers go first. This gives kids confidence and puts a competitive spin on a test. Sometimes, I let the kids decide what scale we are going to warm-up or let them pick a warm-up. I even go back after listening to a playing test and say "ok, now play it faster and this is not part of your test." just so they can relax and have fun with the music.
ReplyDeleteI have a little bit of a different situation going on in the Media Center. The way that they know that they are being heard is that I allow them to sign a board that states their favorite book, they can submit requests, etc. During lessons, their names are often times picked out of a jar (random), etc. I try to make them all feel welcome and also try to know their names. This can be a challenge!
ReplyDeleteI love discussion in my class, but it is imperative that each student contributes in some way. When asking a questions, I like to announce that they have 10 seconds to think of an answer, that way it's not 1st hand up Johnny that gets to respond. Then I try to be fair by asking for responses by alternating gender, and try to call on everyone. Eventually, they will put their hands down if their response is taken. Another key to being fair, is to accept all answers, never come out and say "your wrong". I like to do the, Thank you.... I see where your coming from.... but lets look at it this way....
ReplyDeleteIn order to be fair, all students have to be held accountable for the information and the classroom has to be a place where everyone can speak on a curriculum topic without fear of being embarrassed. A teacher cannot let a few students who are eager to contribute and be heard "take over" the classroom. That means, if you have a few students who raise their hands often (every time), you (as the teacher) have to find ways to coax other students to voluntarily speak in open class by calling on students other than that handful of eager beavers. For those students who have not found their voice, you can always ask the class to write down answers in a journal and then select students who may not think well "on their feet" to show their journal responses on the Active Board. The Active Board is a good way to get everyone involved by asking each student to come up and post responses. Every students responses are valuable and can be used to start a class discussion or develop inquiry on a topic.
ReplyDeleteI can truly say that I try to involve all of my students each day. I also use the popsicle sticks to call on students for discussion or go to the active board.
ReplyDeleteI also try to keep my expectations the same for all of my kids. I don't want their situations to control their lives. I want them to learn to excel even when things are tough. It doesn't matter to me if you are rich or poor, the smartest or not so smart (in math), or the color of your skin. I want them to know that everybody can succeed.
Sometimes, students think that my toughness can be to much, but they know what I expect from everyone.
In the end, I hope they know this is because I care!
When asking for student input, I try to be patient and listen to every student who has their hands raised. I will allow everyone to talk as long as they stay on topic. If it gets off topic, I will tell everyone we must move on for the sake of time. When asking questions in class I will go to my roster list and use several patterns throughout the week in order to ensure that all students get involved in the lessons. I will start one day at the top of the roll and go down, then at the bottom and go up the list, sometimes in the middle and go either direction, or at the top and go odd numbers down and even numbers up. This keeps the students on their toes because they do not know when they will be called upon to answer a question.
ReplyDelete