In my second grade classroom, I see both the recitation type “discussions” and actual discussions. Most of the discussions in my classroom start off as I-R-E, but flow to a beneficial discussion. Though, most of the discussions are dominated by the boys in the classroom and the CT. When my CT is looking for a specific answer she will call on one of three or four boys in the classroom whose hands go up first and whom she knows will give the right answer. The girls in the class are very shy and though they know the answers, or have good questions or thoughts they often do not share them. I believe that some of this has to do with the opportunity to do so, but not always.
The scaffolding that is needed for response-centered talk to take place is a good classroom community where the students feel comfortable to share their thoughts and ideas, and a set of classroom norms. Other ways to help response-centered talk, I believe, are mentioned in the Weinstein reading, supporting the participation of diverse learners. Using these different techniques will help bring the students into the conversation and discussions more effectively. Such as changing the way of asking questions, becoming familiar with different discourse patterns and allowing for accommodations in patterns, have explicit instruction and provide alternate response formats such as individual dry erase boards (p321-322).
I believe that explicit instruction and alternate response formats would be very beneficial in my classroom. A number of the students seem to struggle with the way the CT gives directions, and if she were a little more explicit at times, I think that she may have a better turn out with the students’ responses. Also, I think that the alternate response formats such as dry erase boards would be great if they were used in my classroom more often. They are used in math occasionally, but I have not seen them used with literacy. I think that this would allow the students to internalize information and think for themselves. It gives everyone a chance to participate and share their knowledge and ideas instead of the same students all the time and then a few scattered others.
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I agree with your ideas about how to scaffold discussions in the class. I think it is challenging in any class setting to make sure that all students participate. I like the idea of using dry erase boards for responses, especially when starting to scaffold discussions.
ReplyDeleteRegardless, the teacher's role as a facilitator is the most important variable in a discussion. If the teacher acknowledges that the boys in this class always have the "right" answer (even if it is not explicitly said), then the girls will never feel comfortable in discussions. It is difficult for a teacher to really let a discussion be student driven, but allowing all students to express their ideas is crucial to having a real response-centered discussion. The more I think about scaffolding class discussions, the more I realize that both the teacher and the students have to learn new ways to work together.
Wow, Jess, you are absolutely correct. We do see different aspects of our 2nd grade classroom. It is interesting how conversation shifts between the times I am there and when you are there. Perhaps as you suggested, the times we attend our placement, could in fact play a major role in how our class is conducted. However, I also feel since I go on Mondays and Fridays, these also tend to be more chaotic days for the kids (at least according to our CT), so perhaps the styles of conversation have to function around the behavior patterns of the students as well. It is something to at least consider.
ReplyDeleteHowever, I will have to admit, I wish I were able to go into our class during the week to see how our class functions towards the middle of the week opposed to the beginning and end of it. I can imagine it would be completely different.