Interacting With Students

I have been thinking about engagement a lot. I think that it is very important. I actually think it is one of the most important factors that aids in students learning. I have been shying away from engagement because I feel like this topic has been beaten to the ground. However, maybe this is such a common thread of interest because it is so important. In a lesson this week, I learned a lot about what I am interested in. I do think that hooks and relating the the students is very important. However, I used another form of engagement that I think was very effective. I taught my Word Analysis plan. In teaching the plan I really made sure to interact with my students. This made me wonder about the importance of interaction. Not only for engagement but for learning. One of the questions that was pointed out to me that I asked my student was, "Why do you think that?" I was teaching a lesson on the digraph "ck" and the short vowel sound in front of it. I taught a lesson on it and then we were practicing. I asked the students how to spell the word "back." One student answered, "I think it has "ck" at the end. This is when I asked, 'Why do you think that?" The student said, "Because usually when there is a /k/ sound at the end it is spelled "ck." I wrote the "ck."m I could have used this opportunity to elaborate more on the rule i.e. yes, and what is the sound that comes before it...what if I wrote rake? That has a /k/ sound at the end but it isn't "ck." I did not use that opportunity but I learned so much from just asking the question "Why do you think that?" I learned the students thinking process. I had the student engaged. The other students were learning from their peers in their own peers words and language. I now realize that I could have kept this going. Now, I will be looking to do that. But, in this, I wonder how much does student teacher interaction matter. WHat is the significance of understanding the students thinking as a teacher and for the other students as well. Even if the student is not correct you can use that as a teaching opportunity. For example, during this lesson, I had the students write the word "stick." I asked a student how to spell it. He said, "s-i-c-k." I wrote his spelling on the board even though it was incorrect. I asked, "What does this word say?" He thought about it and another student said, "It needs a t!" I had that student come up and point to where I needed the "t" written. I think that this interaction was also a learning moment. The student made a mistake and I let him. ANother student was able to give thier input. Instead of me correcting him, the other students were involved in thinking about how to spell the word correctly. My thought process has evolved to engagement through interaction. Asking about the students their thinking, interacting with them, letting them make mistakes and having the students correct the mistakes are things that I think really are a part of learning.

Can you read this for me?

I see myself thinking about and focusing on a few different things that I see happening in the classroom. They are things that I see as challenges and there are also students that I see in the classroom who I have a lot of questions about and want to find the best possible ways to help them.

There are several challenges that I have been thinking about and dealing with. One challenge that is very apparent to me is the range of students. I see that so many of the students are at such different levels. They are different levels in what they know, in their behavior, and what they can learn (developmentally.) I see this as a huge challenge. How can a classroom help to foster all of these students that are different levels? It frustrating because I see the students who are “high achievers” or academically further along and I think that need more challenge. They finish early and are bored in class. On the other hand, there are students who are struggling. They cannot read, they can hardly do math or write letters and numbers correctly. They need more time and help. Yet, they are being pushed along and the teacher seemingly can do nothing but try to find a balance. The early finishers wait and those who are struggling are being strung along.  We obviously can’t create a different class and curriculum for each individual students needs. But, what do we do? I want each student to get the education that is fitting for him or her. I want the faster students to be more challenged and I want the slower students to be given more help and time. I discussed this with my teacher because I see it happening everyday and I am, right now, at a loss for what to do. She said in her past 20 years of teaching it has been a challenge. Even she was not completely confident in how to come up with a solution for this.

However, I do see where my feelings and focus lies right now for this challenge. While I do care about the students who are progressing and achieving, I am not so worried about them. I don’t think that just because they are not challenged enough means that they are going to fall through the cracks or become unmotivated. However, I am probably wrong. But, my focus lies on those students who are struggling and not getting enough of what they need.  For example, the students who are English Learners or the students who don’t have the resources at home. There are many students in my class in this scenario. But, there is one that became very apparent today. I'll call him A. He has been a challenge behaviorally for me.  He likes to test me and really is smart in the sense that he can read people. He is an average/below average student. He has trouble focusing and likes to act out. But, I see that it is because he is not getting the help he needs. He is constantly saying, “I need help.” “Man, this is too much work.” I like A but he has frustrated me at times. Today, however, my perspective changed even more. My teacher was telling me today about back-to-school night last night. She said that A’s father came in and she found out that his father was illiterate. His dad can’t even read to him! So much just fell into place for me today. School is the only place that A gets help and he really needs it to succeed, if he had it, he would! But, with so many different needs of different students I feel like the teacher can’t just focus on A to reach his full potential. My wheels have been turning even before today about A, even more so now. I just want to know how I can help him and other students like him. How do we help him not just be strung along? I have so many questions! But, on a positive note, we went to the library as a class today to pick out books. When we returned back to the classroom the students had time to read their books. A walked up to me with his book and said, “Can you read this for me?” I hope I hid my emotions! Inside I was shocked. Here’s this kid who I am always nagging about behaving and working. I just heard about his illiterate father this morning and he wants me to read him a book! I was so happy; beyond happy that he asked me and that I could do that for him. Even hours later writing about it, I am ecstatic and hopeful! That moment was definitely one I’ll hold on to!