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It is also important to teach students how to think critically because for some they haven't had that experience.

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I find that students struggle sitting with a problem they find challenging. They lack the stamina, which leads to mimicking and other off task behaviors

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I feel like I need to challenge myself to get out of my comfort zone as a teacher. I need to allow my students to struggle and not bail them out when they don't know something.

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This is true (sadly). In our PLC we always plan for what to do with students who aren't doing the thinking. We even plan in advance for interventions. Some of this could be avoided if we could have the students thinking more! It would make my job less stressful.

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I disagree that teachers plan their teaching on the assumption that students couldn't/wouldn't think. Instead, I find myself constantly trying different approaches in an effort to find the one that WILL inspire them to think.

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I resonate the most with this quote.  Thinking is the beginning of learning especially in my content area but really in all content areas.  We are working to help our students be independent learners and that requires thinking for themselves. 

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I resonate the most with this quote.  Thinking is the beginning of learning especially in my content area but really in all content areas.  We are working to help our students be independent learners and that requires thinking for themselves. 

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Many of our kids have learned how to "do school"; how to "play the game" if you will to get the grade. What resonates with me is what then, happens to those who haven't figured out how to "play the game"? SHoene

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There are only 50-55 minutes in a traditional class setting, how much time do you suggest the students be granted to try-it-now?

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I wonder if this is working under the assumption that learning is the only thing a student should be doing? I suppose the question also is if this is specific to academic learning or learning social norms, etc.?

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This is so true, most of what I experience is with students who may have things going on outside of the classroom to deal with. The concept is very interesting.

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But it's not that there haven't been "movements" to change in education. There have been many "revolutionary" things in teaching since I began teaching, but it seems we always revert to the baseline.

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I agreed with this and thought it was almost funny how it named every single behavior I see everyday. I am curious how we move this forward and avoid those behaviors.

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One of the startling facts that stood out to me was about how only about 20% of students exhibited learning/thinking behaviors, but even of that 20%, they weren't thinking the entire lesson. The math worked out to be this: "In a typical one-hour lesson, 75%-85% of the students exhibited non-thinking behavior 100% of the time."

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It is interesting because when I am working with AP students or pre-AP, I absolutely plan lessons with the assumption that they will think. But I know I am guilty of doing this with my regular students; I also know that is unfair, but I'm not sure what to do about it.

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"Studenting" sounds like there are too many time wasting activities attached to learning.

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"Studenting" sounds like there are too many time wasting activities attached to learning.

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I feel like we (as teacher and adults) are always asking kids what they know or what they have learned (which is good). But we rarely ask them what they THINK. So when we ask kids to think, they won't take risks and share what they really do think or wonder. So, if this quote is accurate then I wonder what they are learning...

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Thought this was very accurate to what we see in the middle school setting. I think it's gotten to the point where kids avoid truly engaging with the content out of fear of being wrong (lack of confidence or experience), which just builds on itself each year.

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This seems like so much longer when you are in front of students. There is a sense of urgency to get through it rather than to wade in it for awhile.

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This is one of the quotes that caught my attention in this chapter. There are several things that happen in a "typical" classroom that many of us remember happening when we were the kids ages.

We have to think about how our kids are changing and how their thinking is changing. When you look at something like technology for example, kids now have phones and computers at such a young age, we have to start thinking about how we can reach them and incorporate learning into their interests. We need to think about how we can take the fact that they have knowledge at the tips of their fingers and ask them to think through problems.

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Sometimes I find it hard to tell whether students are "faking it". I give students more time on a task because they look like they're working...

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This stuck out to me a lot - I think it's important to remember students have so much more in their days at school than just being in my classroom. I like giving it an actual term "studenting".

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It is interesting that it took so long for this type of research to take place. From what I have taken from my brief time in BTC it is very useful. I tried it in my culinary class and it worked. The students were involved and it was a great way to see others that I didn't expect to 'step up'

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I think that these categories should be weighed differently. I have very few students they "Tried It". I have many stalling and slacking.

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This resonated with me because building relationships is also a key component of learning and building communities in a classroom.

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I think of how much I learn in the "real world" outside of school and wonder how much time we use in school asking students to student rather than explore, question, create, get messy, etc.

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This really resonated with me when I read the introduction! It describes so many of the students today and gave names to the behaviors that we see over and over.

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I think about this often in the context of English classes--here we group students most often by age. This is a bit less true for AP Lit and AP Lang, but even then it is only juniors and seniors. Why do we expect students who are at the same age to be at the same ability and interest level?

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This is something that is especially applicable to my area of computer science. I am continually struggling to get my students to think about and plan a task before jumping in to program it.

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I disagree with this quote.  There has been a huge change in teaching since I was in school in the 80's-90's.  There's even been a major change since I was teaching in the early 2000's

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I disagree with this quote.  There has been a huge change in teaching since I was in school in the 80's-90's.  There's even been a major change since I was teaching in the early 2000's

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For those of us who did not go to school to teach, we teach the way we were taught. Hence, things never changing

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For those of us who did not go to school to teach, we teach the way we were taught. Hence, things never changing

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This is something that our PLC talks about a lot... how do we get kids to think more.

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If we do all the thinking in a classroom, our students walk away with nothing.

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So true! I saw each of these students today

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So true! I saw each of these students today