Post submitted by Whole Child Blogger Chris Perez.
Augmentin 625 mg, To keep students from feeling left out—and thus risk losing them along the way—Spence Rogers, in his ASCD Annual Conference session "Reaching Strategies That Reach Challenging Students," urged educators to not allow students to feel embarrassed and not let them shut down in class.
Rogers, author of Teaching for Excellence, offered techniques to help engage students in classroom interaction that wouldn't make them feel ashamed about their answers in class. Augmentin 750 mg, The moment people feel embarrassed in front of their peers, their adrenaline kicks in, augmentin 600 mg, Augmentin gram negative, causing them to stop talking and think more about the humility they've endured, he explained.
He used the example of students answering questions out loud, buy cheap generic augmentin online. Augmentin 750, Often kids feel humiliated if their answer is wrong, especially when they are called on, augmentin 625 duo. Augmentin 375, As a way to avoid this kind of situation, Rogers suggested using deflective questioning, augmentin 800 mg, Augmentin 750, which involves asking a question in a manner that reflects how someone else might answer it. Allowing students to feel that they are answering for someone else relieves some of the pressure on themselves.
"Ask students to repeat what they just heard you say, augmentin 600 mg, Augmentin for ear infection, " Rogers said. "This type of questioning keeps them alert and allows them to be part of the activity, augmentin 625 mg. It also allows those who may not have heard the question the first time to actually hear it again and gives them that second opportunity to process it."
Commanding students to comply with orders tends to lose them in the process, buy cheap generic augmentin online, Augmentin 800, according to Rogers. Instead of telling the class to open their books to a particular page in the text, generic augmentin 875, Augmentin 825 mg, he said a better approach is to have their peers make sure everyone is on the same page, which makes the direction seem less authoritative.
Rogers also gave tips on making sure all students were engaged in class activities, augmentin xr 1000 mg. Augmentin for tooth infection, One suggestion was to refrain from asking them to form groups, which can tempt students to form cliques with certain peers and leaves other students feeling neglected, augmentin and birth control pills. Augmentin 875-125 mg, Instead, Rogers said to instruct students to look around to make sure that no one is left out.
Using the techniques with participants during the session itself showcased how they would work in the classroom, augmentin for ear infections. Augmentin for tooth abscess, For example, he asked everyone to thank and compliment one another to get them accustomed to doing the same in the classroom.
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Wally
March 10, 2010
1:58 pm
More touchy feely nonsense that gives kids a FALSE sense of the real world. This is just like NOT keeping score in kiddie soccer and giving everyone a trophy. Kids KNOW exactly where they fit despite any fake suggestions to the contrary. The ONLY way to build genuine self esteem and thus confidence in their ability is to coach and guide children to actually LEARN something well and be able to apply it.
Students should NEVER be allowed to group themselves for activities. We are the trained professional who should group the kids based on knowledge of the kids abilities and make the groups homogeneous by skill level or heterogeneous depending on the activity and the desired result!
Karen
March 10, 2010
2:17 pm
I like the idea of deflective Q-ing…. but is that like saying, “How would ELMO answer it?” or naming a character in the book/historical figure? I don’t think you’d name another student, right?
Also good Questioning is to have the student “explain it so a __year-old can understand.”
Ed
March 10, 2010
4:51 pm
Wally makes some good points. We should be preparing students for the real world. The real world does not adjust for a few individuals to see that they are not embarrassed. How about trying the opposite like making the individuals who work, participate, show effort, and apply themselves earn their A. It seems to work for me in a VERY poor urban school. Mr. Spence Rogers: please come to my school and try your experiments and tell us how it works. You will be spending your entire school day and nights trying to figure out why 90% of your students are flunking. The students are not stupid. They see right through patronizing, favoritism, and special treatment.
MaryAnn
March 10, 2010
7:41 pm
Children shouldn’t be humiliated if they make mistakes instead we should teach our kids that mistakes are an opportunity to learn and that challenging yourself is hard sometimes…Puttting in the extra effort makes the achievements feel so much better
Julie
March 12, 2010
9:13 am
Asking students to share their answers with people around them allows students to correct each other before being publicly wrong. It is not about “touchy feely nonsense”, it is about making sure more kids are participating and learning correct information. I care most about all kids learning my content and want to avoid creating a hierarchy of my students.
Furthermore, when my students group with people who I don’t want them with, I have them answer a quick prompt together and then ask them to form a different group with all new people. If you have your students work together often, making the groups every time is not practical (or necessary).
Rebecca
March 13, 2010
4:57 am
I have attended a PEAK session or two and I can tell you that deflective question works so well. In fact, when I err and forget to say, “How might_____ explain ______,” the room goes dead silent and the kids wait for me to correct my prompt.
I have also found that adding “Please make certain everyone in your group has written out and can explain, (whatever it is I want them to do) has also changed classroom culture and expectations. Those who help teach it within the group learn it more solidly for teaching it, and everyone has the opportunity to “get it.”
Given the quickness of technology, growth of newer occupations in fields such as health care, and changes in the workplace- “the real world,” as some have labeled it, our students will have to know how to learn and how to work collaboratively with others. We simply can’t continue to fail 90% and think we’re doing the world and our students a service.
In times when teachers are increasingly (and rightly) held accountable, it makes sense that we would use every opportunity for all kids to learn our material. Does this stuff work? Absolutely. It works with my LD/ED population, it works with my ELL students, it works with my large classes of sophomores, and it works with my AP classes.
Kyle
March 22, 2010
10:15 pm
While deflective questioning may work well in primary and secondary educational settings, Wally brought up a good point that no one has adequately answered yet: does this prepare students for the real world? What are the chances that they will encounter deflective questioning in college, the workplace, or a career in the military? Rebecca, you said your students go silent when you don’t use a defelctive questioning prompt. What are the chances that will change when they reach one of these settings in which deflective questioning is not used? I have attended PEAK seminars, and while I believe there are many PEAK strategies that work well and benefit students in the long run, I am not sure that deflective questioning is one of them.
Sean
March 23, 2010
6:08 am
The issue about real world versus modified activities (including deflective questioning) is an interesting one. Research and common sense shows that students will not learn if figuratively ‘thrown in the deep end’. What the school environment and progressive lesson and unit planning provides is an arena where skills and concepts are learned in progression – scaling from simple to more difficult. Just as student progress through math and learn progressively more difficult and intricate concepts they also need to progressively learn the skills of collaboration and cooperation. The fact is that we teach (and students need to learn) more than just the subject content we teach – they are learning the skills and concepts of group work, debate, opinion, discussion, analysis and problem solving. These are real world issues but – as with all taught at school – they need to be learned progressively.