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Renee
Remembering how powerful words can be to children as well as people we work with, so what you say really does matter. 

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Renee
Remembering how powerful words can be to children as well as people we work with, so what you say really does matter. 

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The language I use and my tone of voice either has a positive or negative effect on children. Being with the Preschoolers, it's always best to use direct language as stated in the text.

-Jessica

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- Reflecting on what's important to each child because that is what will help them push and work harder for.

- A negative label may carry more weight than a positive one. Children have a hard time working towards a positive vision once they've heard a negative label towards them.

-Jessica

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As an IA it's important to remember to have great  problem-soling skills. We should always tailor learning to the child's needs. As an educator all children learn differently and there for should be taught differently as well. It's also important to make learning fun.
Renee

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Since I work in PAC, I disagree with the text that said to refrain from repeating directions. For us, it's best to repeat our directions especially when doing discrete trial teaching because it is highly affective.

-Jessica

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I would like to learn more on how to diminish negative behaviors and reinforcing positive behaviors.

-Jessica

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I disagree with using voice-overs. it can be a highly effective teaching tool. It reinforces what you are teaching.
Renee

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No, but it would nice to learn more about the specific age group that we work with.
Renee

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How important it is to be brief and allow students time to remember something or to come up with their own answers. I also had a connection with the importance of sharing a vision with students that allows them to imagine themselves being successful. This sets them up to have positive thoughts and feelings increasing the likelihood that the will work hard.

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Connecting the vision to students' interests and what's important in their world required me to reflect on the values of my students and how important it is to know them and to have a relationship (so that i know what is important to them). Paying attention to the areas of  struggle also pushed my thinking so that I would think more about what the student may value as opposed to thinking that student reacted too strongly.

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I agree with focusing on what you want students to do and leaving out the warning. However, students sometimes ask what will happen if I don't do something. I usually just reiterate the expectation and not the negative consequence. I wonder what the best way to respond is?

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I think that sometimes voice-overs are necessary, especially when it is a quieter student that still wants to answer (repeating helps others to hear). I find that it's also helpful in focusing the class on the student who has given the answer. It should be used frequently, but is helpful in some situations.

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I have been trying to think very consciously about my tone of voice and body language lately as that conveys so much about how we're feeling and the children always pick up on it.  The same words can be taken in many different ways.  I want all students to feel they can trust me and just your tone can jeopardize this with many students.
I also need to make sure that I follow through more consistently.  If I have given them directions or told them my expectations I need to adhere to it.

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I liked the idea of having a colleague to observe our teaching and have them take notes about our interactions - they were speaking here specifically about how you treat boys versus girls but it is a useful strategy for many other things - I am specifically thinking about cultural proficiency and awareness as well.  Or videotape yourself.
I am also realizing that for me personally, I need to give more concrete examples of what certain expectations look like in different situations.  I cannot assume they already know.

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As we already knew, students are motivated by things they care about, enjoy doing and that they deeply value.  This section challenged me to find these connections with our units for each of the students that don't seem engaged or to enjoy the particular unit we are in.  There has to be some aspect of it that I can make a connection with something they enjoy or value.  Sometimes it is hard to find though.

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I love that in the section 'draw on students own words' they touched on 6th graders being sick of how the teachers always said 'be respectful.'  Then she asked them for their thoughts and words surrounding respect and what it would feel and look like.  I would love to brainstorm about how we might be able to do something like this with some of our groups in Specials.  Any interest?

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Remembering the tone of voice I use and my body language since the preschoolers  can read my body language.

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I was challenged by the text to avoid overgeneralizations because with Preschool it's always helpful to make things exciting and fun.

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lilian
What deepen my thinking was to learn that children deeply value feeling welcomed, being a friend and so much more like they talk about in chapter 2

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lilian
What deepen my thinking was to learn that children deeply value feeling welcomed, being a friend and so much more like they talk about in chapter 2

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I would like to learn more about reinforce assessment with all age groups.

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Students cannot learn without listening to and interpreting what the teacher says. Therefore, teacher language and voice is a powerful instructional tool that requires practice to improve.

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Keep language simple and straight forward.  Students will begin to use language skillfully when the teacher models well.  We need to become aware of our habits before we can make changes.

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Resisting the voice-overs. I often use this technique to rephrase what students have said and find that it solidifies ideas in their minds and reinforces concepts. I get that we don't want students to feel that they only have to listen to the teacher, but I believe repeating what students say when engaging in a group conversation is helpful to confirm and assess understanding.

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Using words that children use is often a struggle for me. My brain always wants to explain something with words that a middle school aged child might understand and I have struggles simplifying and using the language that kids use. I find that the more time I spend with my students, the more I pick up on words that they can comp

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I would like to know what are some strategies I could use for reinforcing teacher language with difficult students without reverting back to old habits

-Rhea

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I would like to know what are some strategies I could use for reinforcing teacher language with difficult students without reverting back to old habits

-Rhea

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A big connection for me was using a students' own words.  One of the earliest pieces of advice I got from a mentor was, "Use what they know to teach them what they don't know."  This stays with me as I try to understand what they know, and how I can help them along the path to what they don't yet know.

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I liked the section on connecting to children's larger world. One of the biggest struggles

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I took away the importance of being brief as a teacher who needs to speak directly and clearly.  I also see that importance of using student language to help students know they are important and valued in my classroom.  Also so that they can understand the power of their words in our classroom community.

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Esther, the importance of modeling as a teacher the kind of language that will be best suited for my class.  I need to model so the students will learn to speak with respect to each other.

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Esther, the importance of modeling as a teacher the kind of language that will be best suited for my class.  I need to model so the students will learn to speak with respect to each other.

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I think the understanding that children do not understand adult sarcasm as easily as we might think. Something to be mindful about.