Blog #6

4.2) Chapter 4 is all about teacher responses to student needs. Throughout the chapter there are multiple bolded subheadings (scenarios, specific strategies, and ideas for classroom routines). Choose three of them that you believe you can work on or that you would like to do in your own classroom, and explain why you chose them.

Shared Responsibility in the classroom:

I love that students will learn to be self-aware and make their own decisions when working on projects. Especially in 5th grade, the students will need to learn to take ownership of their assignments and complete them without me as a teacher still telling them exactly what to do when. Of course, this will take modeling by me, and the students will need to be scaffolded; however having the skill to be aware of what needs to be done, and figuring out how much to do at a time will be a skill they can use their entire lives.

Use Graphic Organizers to Help Structure and Extend Thinking:

I have found that graphic organizers are a great extension to aid in understanding so many concepts. They can help clarify ideas when planning essays, understanding ideas or vocabulary, etc. They can be used to help students as they read, study, take notes, plan assignments, and so much more. I am excited to use these in my classroom. They can really help those students who learn visually.

Use Participation Prompts:

Question cues: Letting students know ahead of time what they will need to share with the class helps the student have some time to think through their answer before answering. I always like to formulate my questions/comments before participating in a classroom discussion.

Think Alouds are also helpful prompts in that the student can orally share their though process as they previously solved this problem and have now been asked to share their idea with the class. Watching a peer answer a problem on the board by explaining their thought process might really help someone in the class who is struggling.

Think-Pair-Share is also a great prompt where you share your ideas with a partner and then take both ideas and participate in a whole class discussion. When students have already had a chance to hear some ideas, they can continue forward confidently in the class discussions.

5.1) On page 56 Carol says: “It is the teacher’s contract with the child to care intelligently, unyieldingly, and deeply about the individual’s strengths and weaknesses, dreams and nightmares, uniqueness and commonality.” I felt this from Carol when she was my teacher. It was a powerful experience that really did change me as a teacher. Is there a teacher in your past who seemed to have this “contract” with you? Please tell about it.

It was in fourth grade where my teacher, Mr. W. helped me believe in my capabilities as a student and even as a person. I was very aware that I was the only girl in my class who wore glasses and only my true friends never teased me about it. There was one conversation I specifically remember having with my teacher when he gave me a note to take home and have my parents sign permission for me to go to the Alpine School District Office to take some kind of test. Only one other boy came with us and we rode with two teachers in his car. I remember asking why I was chosen over everyone else in the grade. He said something to the effect of, "You have done excellent on your assignments and I know you will represent our school well." Since that time, I was always willing to do my best in anything I set my mind to accomplish. As soon as you know someone else believes in you, it increases your own beliefs about your capabilities exponentially! I want to increase in each child their own belief in their abilities and future success. If they are willing to work hard, they can achieve greatness in all they do!