W&M Ch10

Although this chapter mainly discussed the differences between discussion and recitiation, which I agree is striking the difference it makes in the child's learning and deeper understanding, I was really intrigued about the classroom management ideas in regards to these discussions. Especially in large group recitation (which of course should be done correctly in that, instead of rote learning, "student talks" and open-ended questions should probe discussion), it can be difficult insuring every child participates and is engaged. I find small group discussions much easier in this regard, although small group isn't always the best way to engage discussion, especially when introducing material. There are always certain students who are eager to speak with hands waving wildly, and there are also students who tend to slump in their chair afraid to be called on. I recall my horrors of elementary school being one of the students who was always afraid to speak in class, and I struggled with some of the ideas in this book because they were what some of my teachers used that have vividly stamped my mind. One of the ideas W&M mentioned is the use of pulling name sticks. Personally, I think this tool is similar to the "randomly call on someone to read" method. Students' minds are more focused on when they will be called on and whether they will have something to say about the subject than on the discussion at hand; I know I felt that way. Instead, I think it is the teacher's role to promt students in regards to their own learning styles. Not everyone is comfortable speaking all the time, and although it should always be encouraged and plenty of opportunities should be given, if students are not actively speaking in discussions, I think it's more efficient to find other ways to engage the student. This also reminded me of an article we read in the math portion regarding funds of knowledge. Studnets have different backgrounds, cultures and histories, affecting the way that they learn. I relate this idea because it reinforces that all students are different, and the way we as teachers teach should be tailored to their needs as students. This is true in discussions. Possibly by using individual time with students and promoting deeper comprehension, or even using written responses would be more effective. I also like the "turn to you neighbor and disuss this idea___" method. I realize I that my response may be a bit off the intended topic of the chapter, but this is where my mind brought me. I really believe that there are easy ways out of managing discussions, and you should always encourage and push a little, but never judge a student's knowledge or comprehension based on their learning styles or differences as a person.