Weinstein Chapter 10

The thing I liked the most about this chapter was that it didn't demonize recitation though it gave the opinion that discussion was more effective. As recitation is used so widely, to say that it is completely ineffective would be ignorant. I feel like a lot of teaching books that take an opinion about a more effective strategy and take away all benefits of a widely used strategy. This goes without saying I agree the discussions are more effective. I think that recitations are much more traditional, which is not really my thing. When I am with a group of students, I feel like my own personal style is to be more casual. Last semester I had a CT tell me not to speak so informally to students only when I recorded a lesson because though my informality worked well in the classroom, an outsider, like my professor, who wasn't there to whitness might view me as being unprofessional. (I should note this same CT adopted a similar style to my lesson for the next few weeks!) I do find that less traditional approaches leave me, or any will be/teacher to defend their professionalism regardless of what is effective for the student. I worry that I will get a CT in my internship next year who does not see the benefit of valuing students as more active participants in their own learning, as is emphasized in practices like discussions. Don't get me wrong, I do see benefit in more traditional teacher-student roles and recitations more specifically, but I think there is a time and place. I really hope to utalize some of the strategies in this chapter for monitering student knowledge and involvement, such as the "Pick Me" method. I want to engage my students and promote their learning in any way that I can.