3/5/2015 02:51:38 pm
Joanna, I, too, have many students in my class who regularly like to interrupt others in mid-thought with their own ideas, as opposed to listening to what their peers have to say and really thinking about what was said before they choose to speak. Sometimes, I recognize it as excitement to express themselves, as they become deeply engaged in a lesson or conversation we're having. Other times, it seems they want to be the first to express a good idea, they don't want others to "come up with" the idea first. I've really been focusing my efforts as a leader and "guide"in the classroom to consciously select those students who are demonstrating patience with their response. When a student stumbles a bit with what they'd like to express, I allow them a bit of "thinking time" before I allow another student to "help" them out with an idea. This has worked really well in our dialogues during peer editing, and it's beginning to take more shape in our science and history conversations. During our peer editing conversations, I have students take notes on what their peers have suggested, an attempt to ensure that good ideas for edits are noted and understood. I think your idea to create "facilitators" with your honor students is great. This allows them a leadership role, and requires them to listen to the ideas expressed by other members of their class and potentially learn on a much deeper level.
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March 2015
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