By Deborah Ann Jensen, Deborah B. Eldridge, Yang Hu, Jennifer A. Tuten
The amateur instructor and literacy trainer have to shape a group to percentage their services and always evolve, to have chance for guided mirrored image and self-assessment of perform. This ebook stocks those specialist stories which delineates and describes the (dis)comfort of training and studying on the fringe of the academics' convenience zone.
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Extra resources for Teaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy Coaches
She said, I felt that “Demonstrates effort and completes homework” especially because of the families in our school, I feel that that shouldn’t have been coupled together because there are a lot of kids that I know and working with the families and working with them that a lot of them, for practical reasons have a lot of difficulty completing the homework at night and sometimes it doesn’t necessarily mean that they’re not demonstrating effort. (P. 36) Parents care deeply about what is said in the report cards (Tuten, 2007b) and look to the report card language to learn more about their children.
Teachers who have carefully studied their language are able to identify patterns, reevaluate word choices, and develop plans to more purposely use language in their classrooms. Once you become Choosing Words 31 comfortable using this for your own language, you can consider sharing tape recordings of students’ small group discussions or large group as an instructional tool to help students understand and develop their discussion skills. Here are steps to analyze a lesson. 1. Decide upon when and what you would like to record.
In this technique, a teacher can support a student’s process of thinking aloud by restating what may have been expressed, with greater clarity. Modeling helps foster students’ development by offering concrete examples of how to participate in the discussion. “Annotating” is a discussion move used by the teacher to fill in gaps in the discussion. “Recapping” is a move useful when the discussion has reached a point to summarize and move on. As teachers employ these moves in discussions of texts, their language provides a scaffold for students’ comprehension.
Teaching and Learning in the (dis)Comfort Zone: A Guide for New Teachers and Literacy Coaches by Deborah Ann Jensen, Deborah B. Eldridge, Yang Hu, Jennifer A. Tuten