After reading Chapter 7, Autonomy,Time, and Flow, choose one of the three questions below - and provide us with examples that are applicable to your classroom/school.
1) List specific ways you encourage student autonomy in your classroom. Which ones work the best for your students? What are some additional strategies you might try?
2) If a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member?
3) If you could design the most advantageous schedule for student learning at your school, what would a typical day be like in your classroom?
Additional Resources:
Student Autonomy
Achieving a State of Flow
Can Schools Help Students Find Flow?
8 Tips for Fostering Flow in the Classroom
Help Your Students Get Into the Learning Flow
***Next week we will read and discuss Chapter 8, Helping Students Stay Motivated as They Get Older.
***Have a great week :)
Autonomy within my classroom is more easily achieved than a traditional classroom because we follow an alternative routine. However I have found that when I give my students the choice of which subject they will be working on first, they are more apt to embrace and work through the subject with readiness of mind. They can chose to focus on one subject at a time or multiple, but I give them a deadline by which it should be accomplished. Once every week or two I will meet with the student individually and decide if he/she should continue in the direction he/she has chosen, or if I need to step in and guide them to a different subject.
ReplyDeleteThis has been successful up to this point and encourages the student to take responsibility for their own actions. One thing I fear within a controlled environment is squelching that autonomy and therefore taking away student responsibility. The default of control is students blaming authority for their own poor decisions.
One thing I would like to change would be including students in parent teacher conferences. Having the student take the responsibility to tell the parent of his/her success/failures again puts the responsibility back on the shoulders of the student. If there is no one to blame for the failure, there is no one else to take credit for the success other than the student. I will be trying this to see how things change.
#2 - I have found through years of teaching that some students try hard to avoid answering questions. They will look like deer in the head lights, they will look at their book or down like they didn’t hear you or amy other actions to avoid answering. Some had even whispered to annoy the teacher even when asked to speak up, just so they don’t have to give an answer, right or wrong. Students don’t like to be called on. I do popsicle sticks in my room. I will ask questions and draw names from the sticks. This way I will make sure I call on everyone before going back to the ones that like to always answer. I sometimes have to prompt or give clues to encourage my lower level kids to answer questions or to help them come up with an answer. I provide wait time and don’t let others answers and sometimes I even have the others put their hands down, as to not make the one we are waiting on feel more pressure. Giving students clues and hints can usually help them come up with an answer. I will even, if we are doing math, tell them to look at number such and such, this one is just like it. I provide verbal clues and prompts to encourage, but not pressure them. Sometimes students just need wait time in order to formulate their own answer in their mind.
ReplyDeleteI feel it is important to stay with the student answering so that they don’t learn helplessness, and also so that they don’t feel they can just be quiet and get out of answering questions. People don’t like to be wrong and sometimes that is why they wait or are afraid to answer questions. They need to be given every opportunity to learn just like the next student in class.
I used to be one of those students who didn't like the teacher calling on me. I usually knew the answer, but I didn't like speaking in class. As an instructional aide, I've been in classes where the teacher used popsicle sticks or index cards with the students' names on them. I think that's a great way to get everyone involved.
Delete#2
ReplyDeleteI think sometimes we need to be careful of how we ask questions to begin with. Usually students are asked to just give the correct answer. There are times when students could be asked to start with what they know, or how they solved the problem that was presented, not just the final answer. For example, with math story problems we have students use the RIDE strategy. The first thing we have them do is reread the question then have them identify important information (numbers, words, etc). Students who may not have the correct answer to begin with can use this strategy to talk through the steps needed to solve the problem. This is good practice since students should be working on constructive responses and justifying their answers anyway. It also helps all students who may not have understood the problem. Think alouds would also be a great way to help these students. Teachers can demonstrate strategies they might use and ask questions that would involve the students.
It is important to stay with the student and not move on because it lets the students know that you feel they are able to answer the question. It also demonstrates to them that you value their input whether or not they have the correct answer each time you call on them. There is more to it than just having the right answer. As mentioned in the book, moving on to another student also fosters the idea of learned helplessness. If a student doesn’t make eye contact, or says they don’t know the answer, the teacher will just move on. It allows them to give up and have someone else do the work.
That is a great idea to focus on how the question is worded. The students may truly know the answer just in how we phrase the question they may freeze up, not knowing how to begin.
DeleteApproach makes or breaks relationships and can increase or decrease student learning. I am going to be more aware of how I phrase and/or begin to question my students.
I hadn't heard of "RIDE" before, but it's what I do with my Special Education math students. It is a great strategy and really helps overcome the reading/language struggles that so many of them have that carries over into math. Once they stop being intimidated by the question, they are able to demonstrate so much of what they know!
Delete1. I provide student autonomy in my classroom by providing choice for writing projects. I, however, agree that there needs to be limits in choice. When I provide my students with choice, the choices are in relation to the curriculum. For example, students may be allowed choice of topic for a research project, but the project itself would be completed according to the MLA format for writing research papers. I also provide autonomy in my classroom by explaining to students the purpose of almost everything we do in class. I rarely, if ever, just instruct students to "Do it because I said so!" I would have to be very stressed to say that in class. I have found that students are more willing to do anything if they understand the purpose for the activity. This is true for classroom rules and curriculum. Sometimes I feel like I over explain, but I have always truly believed that it is just wrong to make someone do something without reason. I don't appreciate it if someone commands me to perform without cause, so why would I do this to my students? It's just rude. It also negates any learning because to the students it is unsubstantiated, which makes it meaningless. I think that if you cannot connect what you are doing in class with a valid reason for it that relates to a desired outcome, then it probably shouldn't be in the classroom.
ReplyDelete1) List specific ways you encourage student autonomy in your classroom. Which ones work the best for your students? What are some additional strategies you might try.
DeleteI don't teach but I use autonomy in the office by given students options in choose which assertive discipline consequences better fit violations. I understand that most challenging students provide is with opportunityies to learn and practice acceptable behavior, and tolerance. It is very difficult for students to make same mistakes when caring, persistent teachers/administrators reach out to them in ways that convey an meaningful event or choices in their growth. Having students make choices, it opens the door to the sharing of appreciation.
2. Wait time can be difficult. The three to seven seconds can seem like an eternity, but students need that time to generate their thoughts to higher level thinking questions.
ReplyDeleteI read about wait time part two....when you wait after a child has answered. (http://www.byrdseed.com/questions-05/) You wait for more children to give input. More answers from more students is what you hope for with additional wait time. If after 3-5 seconds, no child has given any more, you can prompt with, "Anyone have an answer they think is kind of right?" "Anyone have an idea? We would love to hear what you've got?"
Writing down responses records the ideas, as well as automatically slows things down and gives kids more thinking (wait) time.
With some of my students with IEPs, I will provide choices or give direction or a start for them. But I have the same high expectations that they should finish the answer and expand or explain. Even guiding the start for them, wait time is essential for them to complete the thought and get it out.
I particularly liked the idea I read about recording responses. What a great way to model getting ideas from our head to paper.
For some students verbal communication is just not a strength. I know when I was a student I would never raise my hand in class to answer because 1) I had to compete with other students who knew more and 2) I couldn't think quickly enough to get my thoughts out. If I were to write the answer on paper I would get it perfectly. Though nonverbal communicators need to be trained to communicate verbally, educators can learn to work within the challenges some students face.
DeleteI like the idea of writing down the answers. It helps with students who like to blurt out the answers and gives those students who are comfortable answering out loud a chance to still answer but in their comfort zone.
Delete2) If a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member?
ReplyDeleteSome ways a teacher can help him/her try to uncover the answer are by allowing appropriate response/wait time. It is important that we remember that all students are different and their minds work in different ways. Some students need longer think time, some simply benefit by having the question repeated, while some excel by simply restating the question on their own before answering. As teachers, we always need to make sure that we keep the best interest of each individual child in mind during class discussions. We ultimately want each of the students to become independent thinkers. It is our responsibility to use strategies to allow this to occur. It important to stay with the student and not just move on quickly to the next class member so that each child can become an independent thinker.
I try to give as many choices as I can in PE class. I do stations a lot with my kiddos so that they can rotate through all stations...getting a full body work out and if they don't like a particular station/skill...they aren't doing it the whole class!
ReplyDeleteI also do a lot of question asking...
what muscle are we using?
what skill are we practicing?
what type of passes did we learn last week?
what do we do on offense?
I give chances 2-3 weeks in a row for units---to give the kiddos time and practice on hearing the words/phrases and helping them to get it set in stone! If a student can't answer...I give a little wait time, give some cues, etc. In the end they can still earn .25, .5, .75 and full points. If I notice a kiddo struggling...I will question the whole class...walk them through the process/answer in hopes that the student struggling will hear and catch on!
I have been known to quickly jump to the next person who does know and I can just see the frustration in the students face and then they don't listen to the correct answer and nobody wins! We are all just so pressed for time and to make sure we teach all that is expected and it's hard. We ALL need to learn to wait a little and to slow down!
1) List specific ways you encourage student autonomy in your classroom. Which ones work the best for your students? What are some additional strategies you might try?
ReplyDeleteHaving student autonomy is huge for us at CAP. For us, student success hinges on their taking ownership of their own education process. If a student simply does not want to work, there is nothing I can do to force them to. Many students, by the time they reach us, are already adults and won’t be pressured into anything. My best bet is to show them that they can control their educational career and hope that this empowerment will lead them to the path of graduation.
I encourage autonomy by showing the students exactly the courses they would need to graduate and ask them to chart their own path. For some, that might mean taking the more difficult courses sooner than later. For others, they want to get through the easier courses first and then lock in on the harder courses at the end. The path is all laid out at the enrollment and I ask students and parents for their feedback.
I also encourage autonomy by going over the classroom expectations with the student and ask them how they feel about our rules. I ask for their feedback because the rules are ultimately for them (collectively), and if they don’t like the rules, I would love to know why. Even talking about rules and expectations elicit ownership. I tell them that every rule has a specific purpose and I am clear about the purpose. There are no secret agenda. We take our time in the enrollment appointment so that I can build up their autonomy. Once school starts, the students know the decisions made thereafter are on them. I want the students and their parents to be crystal clear that the school is structured for students to be successful; however, we can only provide the template for success. The real initiative has to come from the student. If the student can really adopt and accept this mind set, they tend to be successful. We even plan our tardiness policy around student initiative, so that if students come to school early, they will have more freedom with their time.
1) List specific ways you encourage student autonomy in your classroom. Which ones work the best for your students? What are some additional strategies you might try?
ReplyDeleteI am given a list of classes that my students need in order to finish but I let them pick their electives and I also let them pick the order in which they take their classes. They can't make all their choices but they can choose the order and electives. My students like having the ability to make choices in their schooling.
One thing that I might try differently is to have my students choose their seats instead of me choosing them for them before the semester starts.
(2) As noted in the text, as well as in many of the responses below, a strategy to approach a student who is struggling to respond to a question is to provide time. This wait time allows for a student to approach the posed question, determine what is being asked, and collect his or her thoughts before providing information. Due to the fact that I do not accept responses that aren’t in complete sentences or begin with common interjections (such as ‘umm’) there is always a lapse in time between when I ask a question and when a response is offered, which allows for this wait time to be normalized within my classroom throughout the school year. Specifically, the pause loses the ‘uncomfortable sensation’ it has in August.
ReplyDeleteWhile time is the most common strategy employed to assist a struggling student, certain groups of students require more assistance. As such, after appropriate time has been given, I again pose the question, but using different terminology. Following the question, I ask the student to restate the question in his or her own words. The information that the student provides back to me allows for me to ensure that he or she is aware of what is being asked. This resolves the conflict of a student not being able to respond due to not understanding the task.
Then, depending upon the question, options present themselves as to how to continue to support the student. For example, a question can be broken apart into component questions, which are often simpler. Taking a specific example, such as an inference about a character’s motivation, the student could be asked who is the main character, what action the character took, what was the character feeling when s/he did such action, did the author give us a hint to what the character was thinking, why would you act this way if you were in the character’s place, etc. These questions assist in guiding a student to the response that was requested. They also allow for a student to develop confidence.
Another strategy I employ is to refer to an anchor chart or the response of an earlier student that would allow for a student to respond. For example, if Sally had previously found the area of a parallelogram and now Sue was providing the area of a separate parallelogram, Sally could remind Sue of what her answer was and how she achieved it. Then Sue could apply Sally’s strategy and provide an answer. Allowing the other students to be responsible for providing support to one another not only promotes collaboration, but allows for information to be presented in a different manner that what I provided initially.
Lastly, I always allow for a student to pose a question in response to mine. This question can then be addressed and a student can be directed towards a resource that would be helpful (e.g. textbook, anchor chart, classroom buddy, dictionary). While the student is addressing his or her question, another could answer the originally posed question. Finally, I circle back to the original student and he or she shares the information found, clarify or confirm the answer provided, etc. This holds all students responsible for the question and does not ensure the likelihood of a student learning that he or she, for lack of a better term, can out wait answering a question.
#2 Some appropriate ways to encourage a student to uncover the answer in math is by having them guide you step by step through the math problem. If they get stuck then help them through that step and have them continue on with the problem. In a whole group setting have groups discuss what's the first step and then have the student answer the question. In reading; while going over story comprehension a student gets stuck, have the whole class look for the answer in the book and if the original students still can't find the answer have another student assist them with a page number.
ReplyDeleteIt's important to stay with the student, so they can learn how to figure out the question and it also teaches them perseverance.
Guiding students to finding the right answer is essential in helping struggling students to find the answer. By having them go through each step, it allows you to quickly assess what specific area they are struggling with. This would be a great way for you to know if you need to go back and reteach a skill in a small group or even do a mini lesson for the class.
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ReplyDeleteI agree with you 100%. Different students and adults process information at different speeds. As teachers we get impatient and uncomfortable with the silence.
ReplyDelete1) When I was in the classroom I would often list the objectives for the day for each student. They would be able to control which of the objectives they would do when they wanted to do them. The same for when I would have station time. I would give them the choice of which station they wanted to start with but with the understanding that there would only be a certain amount of students per station and they would be required to complete each station. This allowed them to have some control over their day. I do the same thing with my own children at home. They were given a chore list with the understanding everything needed to be completed but they could decide which ones and the order of completion.
ReplyDelete2)If a student is struggling with the answer, I would offer them the page or section as to where they may find the answer. I would also encourage group work so the student could help another student instead of the teacher constantly being by the student and directing them. I also know that some children have difficulty with auditory processing so the time they need to process a question or format the words may be longer than another child. I have also used visual timers in my room so it helps a child format their thoughts without pressuring them into the quick response which may not necessarily be the correct the answer. This has allowed all children to slow down and think before answering question and blurting out answers as well. Often times a student just needs the reassurance that they are on the right track and the teacher encourages them as they answer the question, maybe bit by bit. It also allows the other children in the room to start thinking about how to answer and format their answers to the questions. I have also found that sometimes children are just very insecure or shy and may know the answer but aren't secure enough to answer.
3) I would start the day later for my high school students. They seem to need more sleep of a morning. If I could not have that delayed time I would start the morning off with a brain wake exercise. I feel that if we rejuvenate our children of a morning they are more apt to respond. I would allow them to move more freely throughout the room, I as an adult find it difficult to sit and focus for any length of time so having children sit for 45-50 minutes at a time becomes a challenge for many of them. I would allow the students more movement between classes and allow them to be in a more relaxed atmosphere instead of our rigid-sit in the chair/desk for 45-50 minutes without moving.
When asking students to respond to a question, I too pulled sticks to cut down on the blurting, and always keeping all students ready to respond. I also provided them with strategies and time. For example,I would offer them a chance to phone a friend. I know with our ELL students you must give them plenty of time to process the question in English and Spanish. It is important to stay with the student for a period of time so they will not feel like you are letting them off the hook if they take too long. I usually after some thought will tell them I will come back for an answer and that sometimes gives them the needed time to produce an answer.
ReplyDeleteI like the idea to phone a friend. I often tell students after some time has passed, to discuss the answer with a partner and then try answering again. Before that takes place, I make sure the students understand the question. I have them point out the key words and then restate the question in their own words.
DeleteHave you ever used exit slips?
#2: I have a bucket filled with popsicle sticks. Each popsicle stick has a student's name on it. I pull sticks when I am asking questions during whole group lessons and assignments. This keeps the students "on their toes" because they don't know if they are going to get called on. I find that by using this system it encourages the students to pay attention more during class because they might get called on. This also helps on the same student wanting to answer the questions and the quiet, shy students who never raise their hand to answer a question or participate in a discussion. It eliminates students blurting out answers as well.
ReplyDeleteI always give students ample time to respond to a questions before moving on to another student. After several seconds of waiting for a response, I then try to "help" out by giving some clues or rereading/wording the question in a different way so maybe they understand it better. I never just let a student sit there and remain silent. They don't get the silent way out of answering. After helping them out and trying to guide them toward finding the answer, if they continue to be stuck or give the wrong response I then let them "phone a friend" for help. This seems to create a more positive environment in the classroom and I never come right out and tell a student "you are wrong". I think that in turn discourages them the next time to even try. The "phoning a friend" option gives them some control over the situation and makes them feel better rather than defeated.
2. If students are unable to answer after a sufficient time for thinking has passed, I will often rephrase the question. When students do answer questions I will encourage them by nodding, looking at them , and using facial expressions that show you are listening and engaged while they are speaking.
ReplyDeleteThey need your full attention even if you disagree with what they are saying. Listening to them is key to helping them feel more secure about answering questions on their own. I also try to ask only one questions at a time. Asking a mix of different types of questions that have a limited number of correct answers will help the student focus in on exactly what you want from them.
If a student gives an incorrect or weak answer, point out what is incorrect or weak. Then ask that same student a follow - up question. If a student really struggles I believe a teacher must help guide them through this and not move on to other students. Investing time with them will pay off not just to the struggling student but will help others as well.
2) If a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member?
ReplyDeleteIf a student is a reluctant speaker, I always let them know ahead of time that I'm going to be asking for their help/input. I will provide them with a paragraph frame or sentence starter that they can use to get their ideas together before sharing their response with the class. If time and the structure of our discussion doesn't lend to such advanced preparations, I will work with a struggling student by asking them to think it through with me. We start by breaking down and evaluating the question, as so many of my students misinterpret formal language and are intimidated by test questions or any that require an open/extended response. We translate it into words the class is more familiar with and then start again in soliciting input to answer it. It is a lengthy process, but a necessary modeling task that I believe helps by students gain autonomy and stamina in dealing with complex question/answer tasks.
I have learned over the years to wait to call on someone after asking the question. This gives everyone time. Sometimes I tell students to keep hands down until I ask or I assign a student to answer before I give the question. I then give the question and tell the student I will come back to them. If a student has difficulty, I use memory prompts or hint where to look. Depending on the class make up, I will write the question on the board as well as say it verbally.
ReplyDeleteI don't skip a student. He or she needs to be accountable for their learning. I have seen too many students rely on others. If a student is truly struggling, I will give them another question and tell them I will be back and then say the answer. I don't call on others. I hate the gloating of others.
#2: In my classes, my lessons focus on the idea of classroom discussions and interactions to enhance the learning environment. When were are having a classroom discussion, I expect all students to participate and provide some type of input into the discussion. There will always be those students who are more than willing to talk and be the center of each discussion as well as those students who would rather sit in the back and go unnoticed.
ReplyDeleteOne method I use to involve all students is to sit them in a circle in the classroom. This causes all students to be involved and won't allow for hiding in the back. When I do call on a student to give input on a topic, I always give them adequate time to respond to the discussion. I don't accept answers such as, "I don't know" or "I don't have anything to say." When I do get those responses, I restate the topic of the discussion and relate the issue to something that might be more relevant them. I find that when I can connect it to them personally, they are able to participate more in the discussion.
2) If a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member?
ReplyDeleteI often use several strategies to stick with students and ensure that they are getting a chance to respond. I do give a long wait time. Also, I often rephrase a question in multiple ways, in case the problem is in not understanding what is asked.
Also, before calling upon hesitant students, I sometimes let them know that I will be calling upon them. If students know that they will be called upon next, it helps them be more prepared.
Finally, I often give students opportunities to think together before sharing with the class. This gives them time to run their ideas past one another and receive validation (or fine-tune their thinking) in order to gain confidence before sharing with the class as a whole.
It is extremely important that they are not allowed to opt-out of answering because it can very quickly become a habit!
We have student that will come to the office and will not speak for some reason but I developed a very simple and friendly use questionnaire for students to answer before we speak about their referral. The student answers now spark dialogue between us and the parents if they are invited to the school. Yes, it true that some students are afrraid to answer questions in front of their peers but will put down correct answers. I'm enjoying our author suggestions and Glenn inspirational story. Yes, there are students like Glenn who our world as educator but we still need to let kids know from a private conversation that they need to learn working with others in life.
DeleteWhile I'm not a teacher now, I did teach English for a couple of years. One of the things I did was call on a student, and that student called on the next student. It took the pressure off of me. I have also gone up and down the rows. As an instructional aide, I have watched teachers use popsicle sticks or index cards with the students' names on them.
ReplyDeleteIf I called on students, I would give them time to answer. If they didn't, then I tried to ask a question or two to get them thinking. If they still didn't know or answer, then I asked, "Who can help Joe out with this question?" I never wanted the student to feel inferior in my class.
I like your ideas of student calling on the next student to answer questions that seems like domino effect. Also, I thank you for the statement "I don't want student to feel inferior in my class". No kids should ever feel inferior in the classroom. The moment student feel inferior they shot down, participation not collaboration for that year with that student is over!
DeleteDid you find that the students called on the same students each time or no? I'd be afraid that would happen. Or they would call on a student just because they knew that student wouldn't know the answer.
DeleteIf a student is struggling with a response to a question, one of the ways I find effective in my classroom is making sure I give my students enough time to think about what I am asking. If they still do not understand or not directly giving me what I was wanting I restate my question. I also use popsicle sticks to keep my students engaged and on their toes. I also use “no opt out.” When I call on a student, let them think and they say they don’t know. I restate the question, keeping my attention that student and if they still do not respond I say “Okay, I’m going to have a friend help you but I am coming back to you.” My students know that I will always come back to them if they say “I don’t know.” This will help the students hear another response and hopefully getting their mind moving and then they will be able to respond.
ReplyDeleteBrianna May I ask what grade you teach, and do you think your strategies will work for at risk high school students? I like the fact that you will come back and your students that for the fact that you will come to them because that build honesty and trust.
DeleteI love the "no opt out". I always want the student I called on to answer.
Delete2) If a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member?
ReplyDeleteAs much as it is difficult to do, I think providing wait time is extremely important. I try to give 5-10 seconds before I even call on a student. We all have the same kids that always raise their hand and want to answer, which I’m grateful for, but I want everyone to contribute. Just as I wait to call on someone, I also give them time to answer the question before I ask another student. Sometimes it takes them a few seconds to formulate the answer, especially if they weren’t expected to be called on.
I also have the kids make what I call a “name card” at the beginning of the school year. Essentially, it Is just a notecard that they write their name on and decorate anyway that they want to. I then keep each classes cards together. Often times during class I will use these. This prevents me from calling on the kids that always raise their hand and gives everyone an equal opportunity. I rotate through the class before I put everyone back in the pile.
I will often prompt or give kids hints if they seem to be struggling. I find that often times they know the right answer but are afraid to say it because they won’t say it in fear of being wrong. I never tell them they are WRONG. I chose my wording carefully. If they aren’t correct I prompt them with other questions to get them pointed in the right direction. I also let them get help from someone in their lab group or their elbow partner.
for Suzanna Zybert
ReplyDelete7. 1) Which areas of the subject(s) you teach do students seem to find the least engaging? What are some ways, other than using rewards, you can encourage them to tackle the more mundane tasks? As a former classroom teacher, current administrator…lifelong educator I believe in CHOICE. This is not to say that rewards are not a part of my work but “less is more”. That said I truly believe there needs to be a balance of things that play into keeping students engaged and motivated. It begins with great people (staff) doing great things for the students-building relationships. Students also need CHOICE when it comes to completing tasks. I do also believe that there needs to be additional motivators/incentives that serve as BONUSes for students but not as the primary reason for their action.
8. 3) If you could design the most advantageous schedule for student learning at your school, what would a typical day be like in your classroom? While I feel very fortunate to provide the schedule that we do for our students, I would also like to go a step further in meeting student needs. While our Morning/Afternoon options are great with the 4 hour offerings, I would also like to have the following and I am currently working to develop these accordingly.
• Evening options. Some of our students need to be employed all day. This would open up additional choices while also providing them with the chance to be gainfully employed and support the countless expenses that many of them encounter.
• We currently offer beyond the school day time slots but building on the before mentioned I would like to see us do these as well in the evening and more regularly on the weekends.
• Choice is key. We develop our current student schedule based on our awesome resources that we have. However, as we continue to grow our staff I would also like to see us have more student autonomy on schedules and options.
• At the specific classroom level, we are working to immerse our students into each period in a manner that builds upon relationships with all students while also building a positive and optimal learning community. As I reflect on this the non-negotiable items are the differentiated core academic time surrounded by brain breaks, and student ownership. Balance is essential and must reflect the countless needs that are students are bringing with them each day. Until this is done, we cannot expect learning to occur.
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Suzanne M. Zybert
Asking a student where exactly the problem is starting may not always be effective. I have to make sure the student understands the directions and how the task is supposed to function or be performed. What is being asked? It is a simple roadblock, but a block nonetheless as nothing can happen without starting. What can we compare it to from before? How did that work? How is this similar? This process will also reveal if a student is taking notes (or good notes or all of the notes instead of stopping after the first couple slides) which is essential for my classroom. If the notes are there we can find the same concept and relevant examples. Some students just need guidance through this kind of check or a reminder to try it. Where can you find what you are looking for? If that is still too much and it is the first such problem in a series, then I will work through it explaining the steps and my thought process.
ReplyDeleteIf I don’t stick with a struggling student and help figure out what the problem is before moving on, that student will still be there when I come back, if I make it back, or just not move on. There is also a risk that the student will think I don’t care enough to help, or I don’t want to help someone who can’t do it, feeding negative self-perceptions. It is important to determine the cause of the problem as quickly as possible and to be available for help. It is important for students to know that I will check back after we have talked about it and they have had time to think.
More times than not I have started with a student then tried to "save them" by moving on when they seemed to struggle with the answer. Depending upon the "time" I would move on faster with some students than others. I now know without a "shadow of a doubt" to stick with that student. I could provide cues, prompts, or even further questions to help "point" towards the answer. It is important to stay with the student because I don't want to give the student or the other students, the idea that I think he/she is incapable of giving the answer. I want the students to know that I have high expectations for them. I want all my students to gain and develop autonomy. So no matter now much time I think that it is taking, I will "stick" with the students and wait for the answer by providing prompts after the appropriate wait time.
ReplyDelete2) If a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member?
ReplyDeleteA) Wait time is a strategy it sounds like several of us use, but it can be effective. I give wait time by not calling on the first 3 or so that eagerly raise their hands. I also use wait time by giving the individual time to answer. Some of my students have slow processing, therefore, I must respect that by waiting longer than the average response. However, regarding wait time, I love the idea of explicitly telling all students to think for a minute before raising their hands (A minute is much longer than we all tend to think!), and recently tried it just last Friday. It is really hard for some students to do that! I will continue to incorporate that approach.
I also use the "think-pair-share" strategy so students can practice formulating their ideas before sharing whole group.
Finally, while I agree we do not want to reinforce students who opt out of answering, I think it is important to give students that option from time to time--- such as phone a friend, or "raise your hand when your thought comes back to you.". In the mean time, I will be brainstorming how to better support that individual student so they feel confident to answer.
Even though I struggle with being old school and needing to be in control, I try to encourage student autonomy in my classroom. Just recently I provided my ninth graders with a three writing prompt options. The prompts all had to do with the novel, Lord of the Flies, by William Golding in which we had just completed. By encouraging the students to choose a writing prompt, I am hoping he/she will take ownership and are responsible for their own learning. This is suggested in our book study. “Students who feel empowered by a sense of autonomy are far more likely to stay with an activity or a task and gain ore from it long term (Ryan & Deci, 2000b).
ReplyDeleteAnother way I have encouraged student autonomy is through choosing their own book to study. I will give them a choice of two or up to six books. I provide an introduction lesson for all books and the student then writes a +/- for wanting / not wanting to read the book. Book study groups are then developed from their lists. My only rule is that there has to be two or more in a book study group, therefore they have to number their choices from 1-10 with 1 being the book they want to read the most.
Additionally, I encourage student autonomy through student research. Students always want the teacher to give them the answers. I refuse. I tell them who is going to help them when they are old like me? I ask them where can they find the answers? I also tell them they have to tell me the answers and explain how they found it; or figured it out. I continue to preach “education/knowledge is power.” If students want freedom and independence as adults, they must practice with failures and successes as students.
Autonomy is extremely essential for students to achieve the idea of "flow". In my alternative classroom, students are allowed to work at their own pace. This aligns with Silver's concession that "one's choices and efforts make a difference is grounded in the assumption that one has at least partial authority over his environment." For my students, my classroom is one of the only environments where they have power of any type. They have well-outlined procedures and objectives. My classroom is based on mutual respect and understanding. I push for my students to advocate for themselves.-set goals and achieve them at their own pace. I can personally agree with Silver's statement that "children who felt that adults understood them were far more intrinsically motivated and enthusiastic than were children." I share my own experiences growing up. I was not a good student. I slid through high school and unfortunately, hit a wall when I went to college. I share with them that I am not a typical learner, just as they aren't. I am proud to say that my students are "my kids."
ReplyDeleteIf a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member?
ReplyDeleteFor starters I do not allow the students to say “I don’t know!” I have taught them to say “I’m searching for the answer.” I usually will call on a student and if they are still searching, I will ask “Where do you think you can find it?” I will continue to try to lead them to the answer without actually giving it to them. I have a great percentage of success with this method. If however I see that a student just has no clue and is getting frustrated I will ask them, “Do you want to ask a friend.” They will usually say yes and then pick another student who has their hand raised to help them answer the question.
I'm getting ready to do an intake with a new student this afternoon. I'm rereading chapter 7, catching up from a lapse. I had an epiphany moment when I was filling out my new student's goals sheet. Why am I determining his goals? Shouldn't he be telling ME what he wants to get out of the alternative school? Today, I'm going to try something new; the new student and I will write his goals together. I'll let you know how it goes.
ReplyDelete1) List specific ways you encourage student autonomy in your classroom. Which ones work the best for your students? What are some additional strategies you might try?
ReplyDeleteWhile teaching music, specifically recorders and guitar, I try to give the students flexibility to work/practice at their own speed and skill level. Students are given sections of time to practice the skills we are working on and have the choice to work on a previous song, improving an area they struggled with, work on the current music and skill they are trying to master or if they can move on to a "challenge piece" to stretch their abilities. Students also have the option to buddy up and help each other or work alone. During that time students can get extra help from me or have the space they need to focus on their music. At the end of that time I will ask for volunteers to play what they were working on (even if it was just a few notes they were trying to master) and we offer feedback and encouragement.
In response to question #1: I teach at an alternative school and our students complete their work in an online program. Because our students have already struggled to succeed in a traditional classroom setting, their sense of autonomy is pretty low. Many of my students struggle with the writing prompts that are presented in their online classes, so I allow them to change the topic in order to help them be successful in the completion of the assignment. We don’t have a lot of supplies here to allow them to be overly creative in an assignment, but I do allow them to choose the way they would like to present their work. I am hoping to gather more supplies over the summer so that the students have even more choices when completing certain prompts.
ReplyDeleteIn response to question #2: If a student is struggling to answer a question, I give them the 7 second wait time to think of an answer. If, at the end of the wait time, the student has not responded, I try to reword my question or give a real world/personal example that student would know to try to help him/her come up with the answer. Making a connection for the student allows him/her to access personal knowledge and, therefore, create an association to the content of the question. I feel it’s important to not give up on the student because giving up equates to taking away the student’s ability to apply critical thinking skills. It also tends to make students feel “dumb” or “stupid” when they can’t answer a question in front of their peers. I want my students to feel as though they have a voice in my classroom, whether “right” or “wrong”.
When asking students to respond to answers, I have first spent a lot of time modeling my expectations for discussions and answers. I have created a classroom atmosphere that encourages students to take risks and I rather have students try and get something wrong than to not try at all. The important thing is that we learn from our mistakes.
ReplyDeleteIf a student is stuck on an answer, I ask them to reread the question or repeat and ask them to identify key words and restate what is being asked. Students then refer back to the text, work, or another resource for help with the answer. After some additional time, they are able to discuss with a friend, then share their answer. My students have become pretty supportive of each other and we have very meaningful discussions and peer edit answers to help each person improve. As a whole, we really enjoy it.
2) If a student is struggling with a response to a question, what are some appropriate ways a teacher can help him/her try to uncover the answer? Why is it important to stay with the student and not just move on quickly to the next class member? I think it is important to ask the right kinds of questions as well as few others who responded to this question. Knowing how to ask higher level thinking questions is crucial for "making connections" to a text or subject, in turn allowing a better chance of recall for future reference. If you are asking a student a question just to find out if they were paying attention, then you probably already know the answer. Over the years I have learned to prepare students for what is going to come next in my lessons. I teach reading and one way I get students to pay attention to the text is by asking them to be private investigators as we read about something. Using evidence from the text and inferring are important skills readers must have.
ReplyDelete3) I would like to have my less focused students in the morning first thing, when they tend to be the easiest to focus. Student's who do not struggle with focus seem to do fine no matter what the time of day. My school has an advisory period first thing in the morning, which provides an excellent opportunity for structured/targeted remediation. It would be ideal to split this time in half, so you also have this time at the very end of the day. Within individual mods I would ideally like to have class start with an opened ended question as bell work, to generate interest in the topic of the day. During the bulk of the mod students are of course doing their assigned work, and the last 5-10 minutes to check for understanding. Having a team plan is very helpful in addressing student issues with colleagues.
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