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Foreward & Ch. 1: The Language of Influence in Teaching

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Foreward & Ch. 1: The Language of Influence in Teaching

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Language is powerful!  Think about how these words shape identities EVERY day!

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I have learned that words are very powerful and can change behaviors and attitudes. As a bilingual educator, I have a classroom full of diverse cultures and knowledge. I see how students that come from different countries struggle with the language and academics. It is important to me to always start building strong relationships and listen, see what they need while creating a classroom culture that will lead them towards success. Can't wait to try new phrases or words that will encourage and help my students grow.

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I really enjoyed this chapter and the different examples of teacher talk.  I already ask "Did anyone notice?" , and "Remember when...?"  We also make a lot of connections to from the text we are reading to other texts, ourselves the world...I loved how one teacher had the students sort themselves by genre.  I can't wait to try that as well as asking my students to "Write down a line you wish you had written..."  Several years ago, I had a quote wall where students could add lines they loved from books.  I am going to bring that back again!

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I have learned in these chapters how as an educator my words may impact a student in so many ways. Just the fact of letting them take ownership of their work by expressing their positive behaviors will increase their love and curiosity for learning. I will keep implementing those Why and How questions. Being at an ACE campus has helped me become intentional and strategic in my planning. I love the examples given in the chapters and during  our Writing time would love to implement the "Write down a line you wish you had written." So powerful!

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I really liked the example of the baby making noises and the mother takes the noises and turns them into words. This is true in the classroom. What we say is so powerful and our students don't always have the words or understanding of how to voice what there thinking. In the book it said instead of just saying y'all are being too loud, you have silent lunch; express that them being loud really distracts the learners around them.

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Ch 4 really resonated with me. I so agree with the statement "we hear a lot about teaching children strategies, but we often encounter classrooms in which children are being taught strategies yet are not being strategic".  In this world of high stakes testing, I feel that sometimes the focus is just on teaching a strategy for the test so we can obtain the highest scores. I liked the different questions that were suggested.  My favorites were "What problems did you come across today?" "How are you planning to go about this?" and "Which part are you sure about and which part are you not sure about?" I am going to add these to my lesson plans to ensure that I use them.

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I really identified with Ch 5 on the topic of transfer. Many times my students can properly identify grammar rules, but they don't transfer to their own personal writing.  Ex. capitalizing the letter I, comma rules.  I think asking "is there anything you might do differently" will be very helpful. All of chapter 6 was thought-provoking.  I definitely need to work on providing more opportunities for my students to take an active role in the ownership and construction of their knowledge.

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I have learned about the importance of students transferring and applying their knowledge in any situation. What a student has learned in ELAR can be transferred to Science, Social Studies, Math, at home. I really liked the teacher talk examples that lead to discussions. They also allow them choice and flexibility. I will implement more often "That's like.." Chapter six empowers student's voice and ownership of their learning. I am fascinated when I see my students talk and take control of their learning when they are sharing with each other in groups or the class. They take pride and want to learn more.

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It is so important for the students to take ownership of their own learning. In this chapter it discussed asking the students "How did you figure that out?" I really like how the author was saying asking these how questions gives the students ownership and he put it as ownership of their own story. He also states that as they continue this process they are now in control of the problem solving. The author also stated when the students encounter a problem ask the students what they could/should do. This again is giving them ownership.

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I like how the other focused on the word "else". How else could you solve it? It shows the students that other students could have a different way of solving a problem but could come to the same solution. The example given was for math but I think of it in the ELAR perspective. I have my students constantly share what their final answer is and why they chose it and as they answer the students all came to the same answer but they have different ways of expressing how they came to that conclusion.

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What I really liked about chapter 7 is that it is connected to the Gradual releas model, specifically the We do. This is my favorite time in the classroom. I LOVE how students are taking participation and collaboration with each other. This time also helps them learn from each other, see different perspectives and come to a common goal even if the agree or not. Children are listening, speaking, writing, and reading. They are intellectually developing and growing in knowledge and showing their strategies. During a read aloud, I like to do "Think/pair/share" or use Pear-deck where they can talk/write a response and share with the class. Just being able to communicate and learn from each other is so vital. I want to do more activities where students can see themselves in different perspectives and hear what they have to say about being "on others shoes."
Chapter 8 has two great examples from teachers and how they see themselves and their students.  Language is the key  to encourage, empower, support, and help students become independent and successful. Having students from different countries, with different education levels, I have to be very careful, thoughtful, and strategic with the words I say.

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I constantly ask myself "do my students feel comfortable sharing out in my classroom." I feel that I provide a good culture but realize I have to watch the words that I use when students do not get the answer correct or when they share out and it is wrong. I want my students to feel comfortable sharing out and getting it wrong in my classroom. I really enjoyed the language and questions that the author posed in this chapter. I also really liked the words that the author said as students were talking when other students had the floor. Instead of saying "excuse my you need to be at a level 0, ____ is taking." you could say "I love the way you are all listening to one another." This draws the attention of those who were not paying attention at first.

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I really loved how Ch. 7 focused on the learning community. I always talk to my students about how we are a community of writers, but I love thinking of all aspects of my class as a learning community.  The questions and and sentence stems throughout this book have been great for me to use as a teacher.  I am excited to make changes in the language that I use as I interact with my students.

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Our words and body language may have different interpretations or meanings. It is very interesting how it may lead to a variation of interactions between a teacher and students.
I love the  examples given in Appendix B and how each student has a different perspective about themselves as writers and their classmates. Each one has their own unique style, have opinions about their classmates as good writers or readers. Most importantly, they take pride and feel confident.
My commitment will be to use the strategies learned in the book study, choosing those words that will enhance student learning, growth, respect for the student, and ownership. Can't wait to see how our class discussions will bloom! :)

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I wholeheartedly agree with the quote, "Even saying nothing can mean different things." As a beginning teacher, I was uncomfortable with silence and talked more and more to fill it up.  I've learned that economy of language is important and that silence is okay.  Students need ample wait time and there are also instances where a facial and body language can say so much more than words.
I recently finished the Seven Steps training and felt like this book and the training were greatly connected. I've been extremely conscious in teaching my students what to say when they don't know what to say.
My commitment is to utilize the questioning strategies from this book not only in my day to day classroom activities but also when holding individual writing conferences with my students.