In order for him to accomplish this, he focused more on the five questioning strategies: never say anything a kid can't say, ask good questions, replace lectures with sets of questions, use more process questions, and to be patient. He stressed the importance of teachers not only asking quality questions that guided a student's thinking abilities but to also allow students the time they need to actually think through their observations to arrive at an answer they are most confident in (Reinhart, 2000). I liked his "wait time" approach, as it is important for us to always give our students time to process their understanding of the question to arrive at their answers rather than always asking a question and calling upon the first hand we see. I agree because often times, students who are timid do not want to be called on so they either do not complete the work to arrive at an answer and if they do not know the actual answer, they do not know the proper steps they need to take in order to arrive at the right answer. This method can be productive for both the students and the teacher. I can see some positive aspects of Reinhart's position of a student-based teaching method. It promotes self-confidence in the students. Students at this level are more peer-conscious and if
Overall, the theories, methods and strategies learned throughout this program have allowed me to be a better teacher in the sense that I don’t look at the whole picture anymore. I pick apart each piece of puzzle to see how I can better each student as an individual. This will let my students to become investors in their education, as well as allow me to become a better teacher.
Open-ended questions: “Tell me about your experience with basketball and your relationship with your teammates?” – these open-ended questions give me more information about the situation and allow me to dig deeper to get evoke more in my client, which will hopefully motivate them, or consider, giving up this bad habit that had gotten her in lots of trouble.
One way I elicited students’ responses was to first tell them my expectations. The reason I do this is so the students understand what they need to be doing. For example; in my first video clip at 1:19 I model what I want my students to do with the bucketing worksheet. I show them specific examples from each reading and what notes I wrote in the note section. This way when they do it, they know what to do. We can see that this worked at 4:06 in my first video clip. Here I ask my students what notes they took down and the reasons they saw for people opposing the Constitution. Since they saw me model it and knew what I expected from them multiple students raised their hands to share the notes they took. The information that they shared was critical
Another important issue for me has been that each student participates in classroom discussion, that each student has a voice.This is a practice I think is important not because every student has something valuable to say (this is not always so), but often students who do have meaningful comments to contribute are silent. In my classes, everyoneís voice is heard as students read paragraphs which may explore a particular issue.The do not have the
When assessing the surveys, each open-ended response was given a score of +1, 0, or -1. For the open-ended questions testing knowledge retention, a score of +1 was given to a correct answer, 0 for nearly correct, and -1 for completely incorrect or no answer. One of the open-ended questions required students to remember four characteristics of raptors, so they received a score for each part of their answer, with a maximum value of +4. For the open-ended question asking what birds they saw, a score of +1 was given to “Eastern Screech Owl” or “Red Tailed Hawk”, 0 for “hawk” or “owl”, and -1 for no answer or any of the birds’ names. This question required two parts for the answer, so they were graded for both birds, with a maximum value of +2 if both species were given. To score the questions testing emotions, a +1 was given for positive emotions, 0 for no answer, and a -1 for negative emotions. Emotions deemed positive include excited, happy, and fun; emotions deemed negative included sad, bad, and chilled. To score the last question of the survey that asked students to choose if they agreed or disagreed with statements, a score of +2 was given if they checked agree a lot, +1 for agree a little, 0 for neutral, -1 for disagree a little, and -2 for
Open-ended question: 1) What influences your preferences to buy a soda (packaging, brand, advertisements, etc.)? Close-ended questions: 1) Do you usually buy a specific soda? Yes/No 2) Where do you usually buy beverages? a)
Operational definition of fear- The synonyms of fear is terror or horror. It can also classified as anticipation of some known or unknown danger. This anticipation makes us afraid. Sometimes some special feelings or unpleasant memories are also associated that results in fear. Fear can also be associated with the anticipation of physical and/or mental pain.
There are many techniques to asking a question. Open ended questions where we are wanting many details from the person or closed ended questions where we simply just need a yes or a no answer. Funnel questions are where we need to weed out and focus on finding the exact information we are looking for. We need to Probe the person and really think about what we are asking for in hopes of getting a specific answer. There are also rhetorical questions where we don’t really need an answer at all. When asking a personal question it is extremely important to be considerate and use the proper method of questioning to get the best result. When we know the person is sharing something of a personal nature we want to ask an open question where they feel safe and encouraged to share what they feel comfortable sharing.
To start, I would suggest that Michael Watson begins each unit or topic with a pre-test. Pre-tests allow teachers to evaluate what the students already know and checks to make sure that the lessons are actually challenging. After a pre-test is administered, teachers will gain a better understanding of how to construct valuable lessons that are within the students zone of
While interviewing a child witness, it is highly important that the interviewers utilize open-ended question to elicit more detail information about their encounter. These questions allow a child witness to lead the narrate their story without the suggestions of the interviewer. A child’s recall rencounter is based on their own words which increase the reliability of the interview. When using open-ended questions, the interviewer may ask the child to “tell them more about it” in which the interviewer can then recognize if the child actually does know the answer to the question (London et al., 2010). In contrast, closed-ended questions are more likely to elicit false information about the child’s knowledge. These questions produce suggestibility
Allowing my students time to explore their understanding of what I’ve taught is important to the learning process. Exploration leads to better and deeper understanding, provides clarity, and demonstrates the child’s competency. When my students are working in small groups, applying what they’ve learned, I often see that aha moment, and I know my students have not only learned, but they “get it.” Although the knowledge isn’t personal, their understanding now is. They’ve made a personal connection that will help them remember what they’ve learned, and they see the value in it. They also have the opportunity to expand their understanding, and although they may not be able to label what they’ve discovered, they are building on what they already
In reflection, I saw the importance shifting focus from uncovering academics to a need of teaching students to fill their toolbox with skills that will have an influence beyond just the classroom and into social situations where they can apply some of these real world skills. Creating an open dialogue with parents and staff was key to having successful teaching moments. It gave me invaluable knowledge that led to understanding students, their families and their home life. These observations altered certain choices I made in regards to my planning. Creating over all goals and having students understand these learning goals and why they are important is working well. In a Language Arts lesson I created students were able to practice and explore skills, such as oral reading development, while analyzing story
I would do this in my teaching by giving lots of praise to students, particularly students that have a problem with confidence and are participating in tasks and activities outside of their comfort zone. I would try to create an atmosphere where there is no judgement from other students, where students are encouraged to think for themselves and discuss their findings – not saying that answers are right or wrong but considering why they have come to their conclusions, if there might be other ways to approach the question and if different answers might be found. Once the students are comfortable and confident in the environment and in what they are doing then they can be stretched and challenged. In this learning theory it is also important that the studetns are given some control over their own learning, so they should be given options about what to learn and how to learn.
You and I have similar opinions on the three-different skills Anna used throughout her role play with Sean. I also stated in my discussion post how Anna was able to utilize open-ended question in a productive way to get more information out of Sean. James and Gilliland stated “open-ended questions encourage clients to respond with full statements and at deeper levels of meaning. Remember that open-ended questions are used to elicit from clients something about their feelings, thoughts, and behaviors are particularly helpful in the problem exploration task” (pg., 75). I believe Anna utilized open-ended questions effectively and like you stated in your post she was able to guide him into the direction she wanted the session to go in order gain