From what I have observed in my classroom my teacher uses both "Dicussion" and "Recitation". Sometimes the students seem to be freely sharing ideas about a bog they have read, and other times the teacher is prompting the students with questions or things to think about. Often time to get discussion going the teacher asks the students if the book they had just read reminds them of anything that has happened in their lives. This gets the students to relate the book to themselves, and share their thoughts and ideas about the book. I see my students doing more of the recitation when they read a book that has to do with abother subject, like a history or science book. When they are reading one of these types of books the teacher is looking for more specific answers and facts.
I think that for response centered talk to take place there is some scaffolding that needs to take place. Some students will need more scaffolding then others. Some students will be open to share anything they can think of where other students may not be able to think of something to talk right away. For these students you can scaffold by prompting them with a topic, or sharing an idea or thought of your own that may spark something in their mind.
4 comments:
I really like the last two sentences of your blog. These sentences really made me to think of how I, as a future teacher, could help to scaffold a discussion.
You are very fortunate to be able to witness actual discussions in your field placement. I have some questions though. What grade is your placement? Do you think your CT could conduct discussions instead of recitations for the history and science talks? Also, from what you have seen, is this classroom the first time your students have taken part in a response-centered talk?
What do you think about when it is appropriate to use recitation versus discussion? What ways can you think of to scaffold students thinking of what they can share?
I get some of that in my classroom to Jess. I know that some times my teacher will actually use the words "text to text" relationship and the students know what she is talking about. I think that this important for students to make that connection. I also like the sentences you wrote about scaffolding. Some students i believe are too shy to be able to share their ideas. I think that those students need to be included and other students or yourself should invite them into the conversation. I know that in my classroom there are many students that need to be invited into the conversation.
When I read your comments about the students knowing what "text to text" is, that makes me think that you must be placed in an older grade. Do you see your teacher prompting some students more than others, as though she may be trying scaffolding with them?
As a future teacher, I am concerned about what I will do when I have students who are shy or who just do not like to share comments, thoughts, ideas, etc. Right now I am in a kindergarten classroom that is FULL of shy students. There are at least three students who have not even come close to opening up and feeling comfortable enough to share their ideas with just the teacher or even to the whole classroom. I am wondering what are some effective scaffolding techniques for younger students versus older students. I have not seen anything "effective" in my classroom since all my teacher does is yell at the students and make rude comments towards he/she that just makes the shy child feel embarrassed and even have a less desire to talk. Hopefully throughout this class we will learn more scaffolding techniques than what we have already covered.
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