Talking less... oh man, if I could only talk less during class. If I was spending less time at the board talking, then that would mean I would be spending more time sitting, which means my class would be more quiet because I would be comfortable enough to sit in the first place. Talking less would mean more student-centered learning such as class discussions, and I agree with the book that “students learn and remember best when they participate in a dialog about class topics”.
If there’s one thing about math, it’s that it can be a tad dry sometimes, and the whole lecturing/monitoring process of “I do, we do, you do” can be a bit taxing on the voice and stamina. However, this is also a very plain way of teaching and it’s something in which I have begun to be comfortable because I find it as an easier way to manage my classroom. My fear is expressed in this section of the chapter: “...teacher often respond that it’s never as easy for them as we make it appear. They are often hesitant to plan discussions because some of their students act immaturely... The reluctance is based on the fear that students will get out of control.” This describes me to a tee. I can barely fathom attempting a class discussion with competent students, much less students of my students’ caliber (i.e., students who fart in class and who can’t control themselves because of it for the next 5 minutes).
What I have had to learn the hard way is that setting the tone of the classroom early on is crucial for being able to exercise more advanced activities such as classroom discussions. I want active engagement so bad. I want students to discuss and even enter heated debates about the topic for the day. However, far from actually trying to moderate a class discussion without it getting out of control, I don’t think there are many topics in math that students could even get passionate enough about in order to induce a fiery argument.
Bottom line, I agree with the book that classroom discussions are a wonderful tool to help increase student comprehension. I also agree with this quote by Samuel Johnson: “The seeds of knowledge may be planted in solitude, but must be cultivated in public.” However, a teacher strong in knowledge of content, discipline, and confidence is the only viable medium that I see through which a successful classroom discussion can be had.
Mr. Wrong, I feel ya. When I am teaching in that plain ol' boring way, I feel comfortable. I know what to expect. Sure we have "discussion," I call on a few kids, and they get to respond out loud while the rest of them respond in writing, but talking to partners? Or in a GROUP? Many of them can't even walk into the room without calling another person "pinto bean head" or ramblin' on about someone else's "stank." When I read that passage you quoted about teachers being hesitant to plan discussions, I, too, realized I was being described. I think as I become more confident I'll be a bit more comfortable with letting kids ask and answer each other's questions outside of my earshot.
ReplyDeleteMr. Wrong, you are oh so RIGHT. I share Ms. Gray's hesitation about class discussion. Frankly, I really can't imagine trying to run a discussion in my classroom. Every time I invite my students to respond in a group, or allow anyone to answer without raising their hand, kids start shouting and crying and screaming and tearing each other's throats out. How can I do it? Maybe it's just not appropriate for me and my students...
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