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Post by rachelwarzala on Oct 15, 2012 9:59:31 GMT -5
Due Friday, October 26
Reading:
Technique 1: No Opt Out (p. 28-34)
Technique 2: Right is Right (p. 35-39)
Discussion Questions:
1. What are some reasons our students try to “opt out” of answering questions? What are some strategies you’ve found effective for dealing with this?
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Post by Andrea Goodman on Oct 19, 2012 12:59:24 GMT -5
Technique 1- "No Opt Out" It's interesting that by not isolating the student and calling on them to respond to a question, is effective. It is also important to allow students wait time when asking questions. However, in some cases another student may be called to answer that question, but then return to the first student so that he/she knows that they too are required to be involved and respond to the questions. Therefore, engaging all students in the classroom lesson.
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Post by jabbaleo on Oct 23, 2012 6:51:34 GMT -5
I usually find that the students that "opt out" are usually the ones who are on the lower reading and writing levels. Some feel embarassed to read aloud due to misprouncing words or reading slower than other students. With these students, I try to ask them general questions that they will most likely be able to answer. I believe by doing this, I can help them build their confidence with speaking and answer questions aloud. Too many of our students make the execuse that they "don't like reading or they don't feel like doing it". However, in my class, that is not a legitimate excuse. I explain to them that no matter what they do in life, whether it is college, techinical school, or any other professional or educational path they decide to take, they will need to speak to other co-workers and write some type of report. We need to build their skills now before they enter the real world, so they are prepared and can make an impact.
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Post by mike on Oct 25, 2012 20:37:41 GMT -5
When I originally read no opt out several weeks ago I felt like it would be demeaning to the students or unfair to put them on the spot. Several weeks later I see the wisdom of it. I believe our students need to be held accountable in these ways. The second I wait for someone to answer I loose the rest of the class and I tend to move on if someone doesn't know. I actually used it today without consciously thinking about it. It was marginally effective. I like what abbaleo is writing about bringing up real world skills. This is something I would like to incorporate into my retorts when questioned about why we do certain things in the classroom.
Right is right is something for me to think about. The students are so reluctant to do or say anything that I'm applauding anything that remotely looks like an effort. This goes back to setting a high standard an sticking to it. These concepts give me much to think about. I would imagine our students have been praised all along for very little and that's why they expect so little of themselves. I'm afraid I'm falling into that trap.
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