Sunday, January 27, 2013
Initial Post Week 4
January 27, 2013
Thus far in my field placement I see a lot of the traditional I-R-E (Initiate-Respond-Evaluate) recitation features. My mentor teacher is reading a chapter of a book about the events of 9/11 to the class everyday. While reading this book, she stops at particular points to review facts, ideas and events. There are some points in which she scaffolds the students responses in order to get participation, but other times there are multiple students raising their hands. She uses these questions as markers for the students attention levels, rather than their comprehension and discussion abilities. Since the topic and events of the book are prior to their birth it can be difficult for them to understand the tragic events of that day. My mentor teacher is using this book in collaboration with other resources to deepen their understanding and show that these events actually happened, in a way it is a history lesson as well. There are many students who do not like to participate in the classroom, especially in large group settings. These students can be tricky, since some are shy in smaller settings as well, you need to find that balance and begin them in groups that they feel comfortable with then continue making small adjustments to the group. I think my placement classroom could benefit from more class discussions. Discussions really facilitate classroom learning and student control. However, I think it can be difficult for teachers to give control to their students and trust to take it seriously. There was one instance while reading the 9/11 chapter book that a small discussion began and a student made a joke about the event-it seemed as if making a joke about the event offended my MT and the discussion was quickly ended. From that moment I think it can be difficult sometimes to have a serious discussion and properly facilitate without stepping in when not all students take the task seriously.
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In order to create classroom discussions that are deep, authentic, and democratic, teachers must work on refining their teaching skills. This takes a great deal of effort from the teacher and support from other teachers and administration. Discussion that meant to produce deeper understanding and not a review of facts is difficult, but benefits students on many levels.
ReplyDeleteMy experience in the classroom has provided me opportunities to see how some teachers attempt to create discussion in the class. When I think of a discussion, I think of a group of people sitting with each other and communicating face to face. In each classroom I have observed, this is not physically possible. Every desk is placed neatly in a row, only allowing them to make eye-contact with the teacher. This arrangement is not conducive for a class discussion. A student in the back corner attempting to speak will not have the attention of a student sitting in the front corner. I think providing the right physical environment is the first step to having good class discussion.
From reading articles from Almasi and McIntyre, I know their wish is to have teachers who can properly lead good discussion. However, I feel that each article painted a picture of perfection. It seemed the classrooms became bastions of thoughtful discussion once teachers began using their techniques. They fail to properly address shy students, ESL students, and students who do not want to contribute. I feel these articles would be more helpful if they could address how to include these students while not taking away from the students who are capable of conversing.
My MT utilizes IRE a lot as well. She will read a book, point out key characteristics, write/draw on the board, and ask comprehension questions. The students are the smallest piece of the puzzle in regards to classroom discussion and I believe they know that as well.
ReplyDeleteMy students become restless during literacy time and are less likely to engage with the book or topic. Many times after reading the book and sent to do a comprehension task, student continuously ask me what are they suppose to do and what happened in the book.I know my students are able to engage and participate in a topic/discussion but my MT creates little opportunity to give them control.My MT reads the books, talks about it, and sends the students off on a assignment related to the book. The students hardly pay attention and are often doodling or playing with their shoestrings. As the MT reads they sit in a rectangle formation, with the MT at a corner, and attempt to see the book. The lack of engagement and how the students are placed definitely are negative impacts of literacy time.
I believe if my students were distributed chances to participate and actively discuss, then literacy time would be more successful.I agree with Mick that there are many types of students the article left out in regards to leading a discussion. I feel a good teacher will take their students' strengths and weaknesses in account and create a safe environment for discussion. There is a definite need for a balance of authenticity and discussion during literacy time.
My MT is very similar to Rachel's MT in the way that she utilizes reading time. She does allow students plenty of time to read, however the books that she reads barely hold their attention (either because the subject matter is unappealing or because they already know the outcome of the book).
ReplyDeleteMy biggest concern is that there is little to no discussion between students and teacher on any book that is read to them. My MT will read to students and then ask them questions about what happened in the book, however I notice that it is a select few students who will always answer correctly. (Lots of students like to raise their hands to be called on, but only a few have paid attention enough to know what is going on.)
As Mick said, some of the articles read painted a somewhat unrealistic picture- however, I think that there are great ways to involve some of those types of students, particularly shy and unwilling to contribute students. I think that if teachers used books that brought to light more realistic and important topics, you will entice students into participating in classroom discussions.