In class, we were asked to consider techniques we were using and how we thought they were working. I sat for a while, trying to name techniques I use, but I couldn't. I'm certain I use some, but I just don't realize it--my teaching is an accumulation of all the things I thought went well in classrooms I've been in before and in my cooperating teacher's. I do create original assignments, but as far as classroom philosophy and management, I've borrowed some of that from the teachers from which I enjoyed learning. I guess I just blurted all that out to make the statement that I cannot necessarily take full ownership for the techniques that I use now--I owe a lot of it to people outside myself.
Anyway.
I give the students a lot of time to work in partners. I know there's always the case that some partners just won't work together, or that one will do the work while the other one copies. However, I think there are more benefits than drawbacks to partner work. In partners, students are actively engaging in conversation. They're using their language skills practically, and that is certainly an important goal in a foreign language classroom.
They're also problem solving. It's good to have a second opinion when doing so, because sometimes that opinion will be a challenge. You have to learn to defend your response, and that strengthens understanding. So does teaching or explaining a concept, which students also have the opportunity to do if their partners may not be sure of the answer.
Most importantly, though, they can gain confidence in their answer if they find that someone else agrees. Once confident in their competency, they will be more willing to contribute in class. Once I've given them time to check with a partner, I don't feel like I'm putting them on the spot if I call on them in class. "Think. Pair. Share."
As far as classroom management goes, I follow my cooperating teacher's example: catch them doing something good, and always give the student the benefit of the doubt. If I show them that I'm not being accusatory, they will not feel threatened in the classroom. Instead of telling the students what to do, generally I'll suggest it, with a little bit of humor. Of course, you have to know your students well enough to know who will understand the humor, and who needs direct instruction.
However, telling students what to do (and especially what NOT to do) sometimes makes me feel uncomfortable. In the introduction of the book, the author mentions that the United States is a democracy, but our schools aren't. I don't want the students to think they have no say in how things will be done in the classroom. I know I have to have some sort of authority, or we would be talking about Jersey Shore all day, but I also don't want them to think they can't speak in class. I know some teachers love silence, but it actually makes me a little nervous--makes me think the students are bored, and I don't want that for them, and I certainly know they don't enjoy it.
I think that we all often take the good ideas we learn and use them or change them to be our own. It's hard these days to create something completely original when there have been so many teachers before us. It reminds me of the poem "Road not taken" by Frost. It seems at first the poem is talking about originality and how the traveler is taking the road less traveled by. But when digging deeper into the poem the read realizes that he isn't taking a new path, just one that hasn't been used as much. In a way this is similar to what you are saying by you use a lot of different techniques in which others may think of as original but they've really been used before.
ReplyDeleteI like how you mentioned not telling students what to do, but asking them. I have a hard time telling students to do something and I hate when teachers use the "because I said so" tone. Students will more likely do what you want when you ask them, rather than tell them. And to go a step further I like to give students choices. This gives them more ownership over their work or decision.
I completely agree with you on partner work. Now, in first grade, partner work is a little different. The main thing we work on is sharing crayons and pencils, but sharing ideas and feelings is a biggy, too. I like the use the Think, Pair, Share in our classroom because it does give certain students the confidence and teaches them great skills to carry over into other situations.
ReplyDeleteI love your CT's advice about always giving students the benefit of the doubt. With 1st graders, it is often very hard to do that, though. For example: when they are gone in the bathroom for longer than they should be, do I automatically assume they are up to no good or are they actually taking care of their business? When the student is asking to use the bathroom during class, are they asking because they need to or because they are bored in class? (Believe me, you can tell when they really need to go) There are so many I could list off. Even in the classroom, when a student is struggling on their work, are they keeping their eyes on their own paper or seeing if they can sneak a peek at someone else's. It is easy to place blame, but how can we not place the blame and give students the benefit of the doubt?
Sometimes you just need to put your pie down. Don't be afraid to tell them not to do something. Yesterday I had two classes where students were showing off their silly bands in the middle of the lesson and I had to tell them that if their come off the wrist during class I will take them and break them.
ReplyDeleteAlso, be aware of what you are trying to accomplish with the lesson because that will also let you know whether or not there should be total silence.
Sometimes I hate giving them the benifit of the doubt but it's better than the student losing respect for you because you don't trust them.
Not to comment on my own blog again, but I was just reading back through these and realized how much I have changed, just in a couple weeks. I will have to agree with you, Zach--you do have to put your pie down sometimes. I said I don't like telling kids what to do, because of the whole democracy analogy, and I want them to feel like they have a say in the classroom, too.
ReplyDeleteHowever, there are lines to draw. Giving students options is a great way to let them have ownership in the classroom. More open-ended assignments help, too. I want students who want to learn Spanish feel like they have a say--the students whose goals are similar to mine.
There are students, though, whose only goal is to get somebody's attention. There may be many reasons for that, but I can't let them take over the classroom. That's not productive, and other students who sincerely want to learn suffer for it.
And Zach, I also like what you said about knowing what your goals for the lesson are, and knowing whether silence is good or not. There's a big difference between productive voices and just noise. You can even tell where it turns from the first to the second in the middle of activities. Sometimes silence is an excellent thing. Students need time to be in their heads, and I'm getting a lot more comfortable with it. Especially on Fridays. :) ahhhhhh.