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A takeaway I had is that as the teacher, I don't have all the answers, I need to allow students to think and develop their own awareness of what I am teaching

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allow students to reflect on your thinking and provide their own justification for responses rather than you phrase it for them

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Receive less feedback with modeling behavior than peers.

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Use positive language and direct students to think about their thoughts and ideas

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Always leaving kids with a compliment after talking or conferring with them. It leaves them with a sense of pride and also reiterates the things they are doing well. This leads to them continuing to utilize the skills and strategies again and again.

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Be clear, direct and focused
Less is more

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Model our thinking!

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A teacher might ask a student what they should do next.

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Ask questions that prompt students to think deeper and that require them to explain their thinking.
Be direct, clear, and focused.

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Found it interesting that lower level kids are more likely to be interrupted for mistakes, but less likely to be asked higher level thinking questions. As a connection, if a student is never challenged beyond his or her means, they'll never show growth.

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Abbey And Tammy Modeling behavior is important.  It must be a teacher directed model.

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Abbey And Tammy Modeling behavior is important.  It must be a teacher directed model.

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Words say a lot about who has the power in the classroom. Words can create cooperative environments or situations where teacher is the leader and students are the followers.

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Like Megan and Amanda said, student identity is so important. In workshop we refer to the students and readers and writers. That is the way you always address them.  It send an important message that they ARE readers and writers.

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Teaching students to trust themselves and their work by asking questions like why or how do you know and allowing students to gain validation through their explanations. Students will gain confidence in their work as they prove themselves.

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Talk less, watch more!
Observation is key.
Less interruptions=More meaningful

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We need to allow for the students to talk more. Teachers should be observers and reflect on the student's responses and or behaviors

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Using "and" instead of "but" when giving a compliment, followed by a suggestion for improvement. "but" negates the compliment.

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We need to reflect on what students are doing well and be proactive with our encouragement and what we see students doing well - PBIS!

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Important Considerations - Charnae & Crystal

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Important Considerations - Charnae & Crystal

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We need to be aware of the interruptions we make; no two interruptions are equal or have the same effect.
Consider unintended dichotomies that you may set up, for example "good readers do..." implies that there are also "bad" readers. We are ALL readers has a different impact; "as readers, we..." would make a stronger sense of group and self-agency.

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Students' identity - refer to them as readers, writers, mathematicians, science, etc. Can subtly set standards for what you expect. "As a mathematician..."

Overall, we need to be mindful of what we say and ensure that we are always building our kids up, regardless of who they are (gender, ELL, challenging, or ability).

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The text says "Consequently the messages we convey about noticing, identity, agency, and epistemology have to be consistent conversational threads." Ultimately students can read through things that we say like "that's...nice."

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What do you want to work on in terms of your own teacher talk?

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What do you want to work on in terms of your own teacher talk?

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What do the readings say is important to consider in terms of your teacher talk?

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What do the readings say is important to consider in terms of your teacher talk?