Kieu's Graves CH 10, 12, & 14
Chapter 10 - Help Children Speak First
I have to admit that it is incredibly difficult to get some students to open their mouths and talk, especially about their work. And this is even more difficult with children who are timid and introverted. Graves suggests giving the child ten to fifteen seconds to think before answering. Ten seconds can feel like ten minutes when sitting there, waiting. I would fight the urge to twiddle my fingers and let my eyes wander around to the rest of the classroom- and with my attention span being so short, I think I will have some trouble. However, I think I am pretty good with asking questions, questions that will lead them to offer more information.
Chapter 12 - Let the Children Teach Us
Quite frankly, we underestimate children because they are younger and we assume that means they are also less knowledgeable. However, in my daily interactions with children, I am becoming more and more aware of the fact that this assumption is totally wrong. I have been surprised by many conversations with kids- they talk about something that I had no idea about. My six-year-old nephew could teach me quite a few things about racing cars and drifting. I was amazed one night when we were watching tv and he pointed out that the cars we drifting.
Chapter 14 - Questions Teachers Ask About Conferences
This whole idea of conferencing challenges EVERYTHING I have known about writing and my teachers' roles in the process. I don't recall talking to any of my teachers about writing assignments that they gave us. All they did was assign and then correct for errors, whether it be spelling or punctuation. I do remember one event so clearly in my mind: In the sixth grade, my English teacher read my paper on bottled-nose dolphins and saw something she didn't like. The look on her face could only be described as disgust. In fact, from that point on, I found nothing I liked about her. According to Graves, though, we don't focus on these things. At the end of the chapter, he answers two very good questions with an even better answer. How can skills be taught in conferences? And why not do them in group settings instead? Teaching skills during conferences in relation to their own papers is much more effective and useful.
I have to admit that it is incredibly difficult to get some students to open their mouths and talk, especially about their work. And this is even more difficult with children who are timid and introverted. Graves suggests giving the child ten to fifteen seconds to think before answering. Ten seconds can feel like ten minutes when sitting there, waiting. I would fight the urge to twiddle my fingers and let my eyes wander around to the rest of the classroom- and with my attention span being so short, I think I will have some trouble. However, I think I am pretty good with asking questions, questions that will lead them to offer more information.
Chapter 12 - Let the Children Teach Us
Quite frankly, we underestimate children because they are younger and we assume that means they are also less knowledgeable. However, in my daily interactions with children, I am becoming more and more aware of the fact that this assumption is totally wrong. I have been surprised by many conversations with kids- they talk about something that I had no idea about. My six-year-old nephew could teach me quite a few things about racing cars and drifting. I was amazed one night when we were watching tv and he pointed out that the cars we drifting.
Chapter 14 - Questions Teachers Ask About Conferences
This whole idea of conferencing challenges EVERYTHING I have known about writing and my teachers' roles in the process. I don't recall talking to any of my teachers about writing assignments that they gave us. All they did was assign and then correct for errors, whether it be spelling or punctuation. I do remember one event so clearly in my mind: In the sixth grade, my English teacher read my paper on bottled-nose dolphins and saw something she didn't like. The look on her face could only be described as disgust. In fact, from that point on, I found nothing I liked about her. According to Graves, though, we don't focus on these things. At the end of the chapter, he answers two very good questions with an even better answer. How can skills be taught in conferences? And why not do them in group settings instead? Teaching skills during conferences in relation to their own papers is much more effective and useful.
posted by kieu | 1:16 AM
0 Comments:
Post a Comment
<< Home