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Open-ended questions are questions that do not have clear-cut yes-or-no answers. They prompt students to really think and provide a reasoning behind their decision. The best times to use this method of classroom discourse is all the time! Open-ended questioning prompts students to reflect on what they have learned and how they've come to this conclusion, all while allowing them to use their natural curiosity in a safe and encouraging environment.

An example of an open-ended question may be: What do you think could be some of the reasons that schools teach the book A Tale of Two Cities by Charles Dickens?

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Interactive modeling is when teachers show students what caring for something or someone is like. Teachers also show how to be respectful. There are seven steps to model, which are collecting ideas from students, the teacher demonstrating positive behavior, and asks students what they notice about actions, language, and voice tone during the demonstration and re-state the goal, and asking for additional demonstrations of the positive behavior just as it has been
modeled from others, invite all students now to practice the behavior and state that you expect that the behavior will continue. Notice and comment on the behavior in the days ahead and provide positive feedback and redirection as needed. The best time to do this is anytime, especially when students aren't following the expectations for behavior or the expectations in your classroom.

An example of interactive modeling could be: If you need to sharpen your pencil, this is how you can do it. First, you get your pencil that needs to be sharpened. Then you walk over to the pencil sharpener with the pencil, slowly and carefully with the pencil in your hand. Once you get to the pencil sharpener, you can put the pointy led part of the pencil in the sharpener. After 5-10 seconds, you can take it out and see if it is sharp. If it is sharp, then you walk back to your seat carefully.

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When students are actively engaging in defiant behaviors, it's important to give clear and specific directions in order to redirect them towards a more desired behavior. The teacher should politely but firmly tell the student what they should be doing. It's important not to phrase directions in the form of a question, otherwise students may have the misconception that you're allowing them the option to continue the defiant behavior. It's also important to remain respectful, and avoid 'threatening' language such as the words "or else" when redirecting behavior. Finally, if a student refuses to redirect their misbehavior, the teacher MUST follow up with logical and appropriate consequences.

One example of a defiant behavior could be students attempting to look onto their peers' tests or quizzes. In this case, the teacher should remind the students clearly and firmly to keep their eyes and attention on their own papers. If the student continues this behavior after redirected, one example of a logical consequence could be seating them away from their peers, or reducing or negating credit on the quiz they tried to copy.

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Open ended questions are questions that aren't meant to have a right answer. It's similar to rhetorical questions, in that it's meant to open the conversation to a broader topic. Open ended questions can be used when introducing a topic or ending a topic, and gives students the opportunity to express their own opinions on what they learned.

An example of an open ended question would be something along the lines of "What would happen if the movie Dumbo was released today?" The question doesn't have a direct answer, and allows students to think about the connotations that are associated with the movie and gives them the chance to question whether or not this movie would be suitable to be released in today's environment.

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Open ended questions are crucial to success and checking understanding in the classroom. Asking a room full of students after a lesson "Does that make sense?" 99% of the time they will just respond with "yes". Open ended questions change the game when it comes to seeing what they really understand. If you ask a student to answer a question and why, or "prove it" they are forced to include more meaningful reasoning with their answer. Even at the kindergarten age, asking them why they like snow and why can be beneficial. Then you hear their way of thinking, while giving them an opportunity to practice public speaking. Just like essential questions in lesson plans, open ended questions will improve student's understanding.

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Interactive modeling is crucial to teaching students appropriate behaviors- both social/emotional and academic! When teachers model something interactively, they show students what certain actions 1) look like, 2) sound like, 3) feel like, and 4) experientially feel like (meaning what does the experience feel like?).

Proper interactive modeling is organized into 7 steps. 1) Describe the goal (example: How to write a Concluding Sentence). 2) Collect Ideas from Students (how should a conclusion sentence be written?). 3) Teacher demonstrates behavior (writes a concluding sentence on the white board), 4) Ask students what they noticed and re-state the goal (What do you notice about this concluding sentence?). 5) Ask for Additional Demonstrations (Would anyone like to demonstrate writing a concluding sentence on the board?) 6) Invite everyone to practice the behavior from now on/ State that expectation is for behavior to continue (Let's all remember what to include in a proper concluding sentence!), 7) Observe and provide positive feedback or re-direct (Nice job including the main idea, Remember to mention evidence in your sentence.)

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Open Ended Questions - CJ
Open ended questions are questions that gives students an opportunity to give a free form answer. Closed ended questions only give a yes or no answer. Giving students an opportunity to answer an opened ended question gives that the chance to be to give their opinion and also provide the appropriate explanation or detail to back up their answer. Depending on the subject students can give more of a detailed answer in an open ended. I believe in open ended questions because the students a chance to be themselves and tell how much they really know on different subjects.

An example of an open ended question might be do you think we should have homework or not? Or another could should we go to school four days a week compared to five days a week? Giving these types of questions gives them the room to tell about the "why" part of the question.

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Open ended questions are different from normal questions because they explore the reasoning of an answer. I always tell my students that I'm not looking for "what" the answer is, but instead I'm looking for "how/why" is it the answer. These type of questions shouldn't be solved with a yes/no answer. "Tell me more," I always say. In doing so we are trusting that the student has good ideas and is capable of explaining their thought process.

An example that I used recently was an assessment where students have to explore the various emotions a character felt in a book and why. In this book, children were going to sled on the Boston Commons during the Revolutionary War. However they couldn't because British soldiers had occupied the area. They answer what emotions they felt and explain. "The kids were disappointed and upset that they couldn't sled because the British wouldn't allow anyone in". This response gives you and answer and tells you why.