“I want you to start thinking about some ways you could find the area,” she says.
I wanted to get out some paper and figure it out, and in my head I started to.
5 Matching Annotations
- Mar 2019
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www.americanradioworks.org www.americanradioworks.org
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Occasionally she asks a kid to explain his or her thinking. But she doesn’t tell them what to do. She just listens and observes.
This practice takes patience and a real focus on something "out there" not immediately in front of you. This process will also take time for students to adjust to, they also want immediate feedback as to whether they are on the right track at least.
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after about three to five years in the classroom, they’re about as good as they’re going to get.
I have never heard this before, but I can see that learning after 3-5 years would probably involve unlearning a few things and require vulnerability in a very competitive culture.
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There are practical challenges, like finding time for teachers to plan together and watch each other teach.
Practical challenges seem huge to me as I think about my team of young mothers who have immediate childcare demands when the bell rings. I also think about the choices we are making right now about funds, because a shortfall in funding seems to always be an issue when we want to try a new approach.
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get into new habits as a thinker, and as an instructor,” Warner says. “And I see such a difference in my kids because of it.
Changing what I have done before is harder than learning something new. Taking the lesson apart and thinking about it from the perspective of what were kids doing to learn is challenging. It makes me think of trying to perceive the in the head processes kids use in guided reading. It would take me many practices to change the way I assess the lesson.
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