15 Matching Annotations
  1. Sep 2020
    1. but teachers then help to clarify, amend, and reformulate those questions, sometimes combining one child’s with another’s — which, incidentally, offers a strong argument for learning in groups.

      This requires teacher to be more simultaneous and skillful in teaching

    2. Talk less, ask more

      Good reminder! Oftentimes, we teacher have a lesson plan and we just want to execute it. There is a need to pause and ask students questions to see if they understand what we are saying. Students need to construct their own understanding.

    3. It’s important to “push beyond the factual,” says Dennie Palmer Wolf (1987), but unfortunately “extended stretches of questioning in which the information builds from facts toward insight or complex ideas rarely take place” in many classroom

      Ask questions that require complex/higher order thinking, not just questions requiring factual answers.

    4. What’s required is a continual focus on creating a classroom that is about thinking rather than just absorbing information.

      Right. I have learnt about the importance of questioning strategies in the classroom. However, it is very challenging in the reality. Not all students are eager to answer questions. Sometimes I had to wait endlessly to hear their answers, or frame my questions in other ways to help them understand. It is very easy to "talk at" students- lecturing them. However, when you ask questions and guide your students to answer them, they will understand the lesson better and memorize it longer. Questioning strategy requires a lot of practice and experience in the classroom to get better.

    5. open-ended.

      Asking open-ended questions can stimulate our students' thinking and elicit more insights from them. These types of questions can help us see different perspectives from students instead of just yes/no answers.

    1. elegate work to others

      We can intentionally or unintentionally do that. To me, sometimes I feel overwhelmed with my workload, but I just don't want to bother other people so I just keep trying. This is something I have to learn.

    2. the belief there is one right way to do things

      This is why we should have peer feedback and collaborative observation. When we do something for too long, we become automate and think what we are doing is absolutely right. However, when other people observe us from outside, they can give us valuable insights and suggestions to improve our work. These are things that we cannot see by ourselves. Thus, teachers need to be more open-minded.

    3. because of either/or thinking (see below), criticism of those with power is viewed as threatening and inappropriate (or rude)

      That is why students often feel reluctant to give feedback to their teachers

    4. ailures,

      I have to admit that sometimes I have this mindset. I tend to pay more attention to my shortcomings and failures, and undermine all the successes that I made. This habit is killing my confidence and I tend to see myself as "inadequate".

    5. ask people to offer specific suggestions for how to do things differently when offering criticism

      Yes! When someone points out a mistake, or give a negative feedback, they should also give a reason why they think that way, and offer solutions/suggestions instead of just whining

    6. they reflect badly on the person making them as opposed to being seen for what they are –mistakes

      This is dangerous. We tend to judge other people when they are making mistakes. This idea connects with the previous articles we read about "learning to empathize with our students". We don't know where they come from and what they have to suffer in life that might impact their performance in class.

    7. more common is to point out either how the person or work is inadequate

      when grading students' paper, we should look at the strengths that they demonstrate instead of only focusing on their weaknesses