In our last science content coaching meeting, we discussed how strongly questioning can influence your classroom. In fact, Joanna K. Olson states that " What we do, what we say, how we say it, where we stand, what decisions we make about pacing, depth activities- all have a crucial influence on how well our students achieve the goals we have set for them" Olson (2008). The first time I read that I thought to myself, well duh. However, knowing that and thinking about each of those behaviors while we teach are two different things. I definitely knew that before I started video taping my science instruction; however, when I went through and coded my "Teacher Behaviors" using the Modified SATIC coding sheet I came to the hard realization that I don't always take what I know and put it into practice.
For example, one of the first behaviors I noticed was that I ask many yes/no questions. Within ten minutes I had asked seven! All questions such as, "Who can tell me...?" "Who can explain...?" "Who remembers...?" My students could have easily responded with, I can tell you. I can explain. Or, I remember. I'm not sure why I phrase questions like that, but I plan to do what the article recommends and ask my kiddos to answer just yes or no if I ask a yes/no question. Not only will my kids love doing that, but also I will be forced to think about every question extremely carefully before I ask it.
The second behavior I noticed was my repeating of student comments. I seriously repeated almost every comment that every single student said. It was astonishing to say the least and after thinking about it I came up with a couple reasons as to why I may do it. I think the main reason is that I don't always know how to respond to student responses right away, so repeating what they stated gives me a few seconds to think. For some reason, I think was under the impression that I, the teacher, always had to respond when a student shares something. Nevertheless, I strive for a student centered classroom and if questions and responses always come back to me, then that doesn't align with my beliefs. It would make more sense if after a student shared I said absolutely nothing and waited for another student to respond. I think it would help put the thinking and responsibility back in their hands. That being said, I do think the one of the other repeat student responses is so everyone in the class can hear clearly.
The third behavior I noticed kind of goes with repeating student responses. It is something that surprised me and was not on the SATIC sheet, just something I noticed. When I repeated responses that I "liked" for lack of a better word, or felt that would move the conversation in the direction I wanted, I repeated the response in a happy, cheerful tone. When I repeated a response that I didn't favor or felt like would move the conversation off-topic, I repeated the response in a neutral and sometimes even a lower pitched tone. I was expressing to my kids which responses I liked and did not like without even knowing! I feel horrible about that! This is another reason why I think me staying silent and letting other students respond will help me to not influence my student's thinking in the wrong way.
Lastly, along with verbal teaching behaviors, I also noticed what is referred to as other "annoying mannerisms" on the SATIC coding sheet. For instance, a lot of the time I walk around the room or stand with my arms crossed, which I think does not convey that I am open and happy to be there. Likewise, I said, "okay" even more than I repeat student responses. And, once again, I think it's similar to why I repeat responses- it gives me a few more second to think. Coding and thinking about all of these behaviors and mannerisms will help me re-evaluate everything I say, ask and do before I do it. The major thing I learned with this article is that I just need to continue to think about my beliefs about student-centered instruction and learning before I write out my questions and plan my lessons.
Olson, J. (2008). The crucial role of the teacher. Methods & Strategies.
For example, one of the first behaviors I noticed was that I ask many yes/no questions. Within ten minutes I had asked seven! All questions such as, "Who can tell me...?" "Who can explain...?" "Who remembers...?" My students could have easily responded with, I can tell you. I can explain. Or, I remember. I'm not sure why I phrase questions like that, but I plan to do what the article recommends and ask my kiddos to answer just yes or no if I ask a yes/no question. Not only will my kids love doing that, but also I will be forced to think about every question extremely carefully before I ask it.
The second behavior I noticed was my repeating of student comments. I seriously repeated almost every comment that every single student said. It was astonishing to say the least and after thinking about it I came up with a couple reasons as to why I may do it. I think the main reason is that I don't always know how to respond to student responses right away, so repeating what they stated gives me a few seconds to think. For some reason, I think was under the impression that I, the teacher, always had to respond when a student shares something. Nevertheless, I strive for a student centered classroom and if questions and responses always come back to me, then that doesn't align with my beliefs. It would make more sense if after a student shared I said absolutely nothing and waited for another student to respond. I think it would help put the thinking and responsibility back in their hands. That being said, I do think the one of the other repeat student responses is so everyone in the class can hear clearly.
The third behavior I noticed kind of goes with repeating student responses. It is something that surprised me and was not on the SATIC sheet, just something I noticed. When I repeated responses that I "liked" for lack of a better word, or felt that would move the conversation in the direction I wanted, I repeated the response in a happy, cheerful tone. When I repeated a response that I didn't favor or felt like would move the conversation off-topic, I repeated the response in a neutral and sometimes even a lower pitched tone. I was expressing to my kids which responses I liked and did not like without even knowing! I feel horrible about that! This is another reason why I think me staying silent and letting other students respond will help me to not influence my student's thinking in the wrong way.
Lastly, along with verbal teaching behaviors, I also noticed what is referred to as other "annoying mannerisms" on the SATIC coding sheet. For instance, a lot of the time I walk around the room or stand with my arms crossed, which I think does not convey that I am open and happy to be there. Likewise, I said, "okay" even more than I repeat student responses. And, once again, I think it's similar to why I repeat responses- it gives me a few more second to think. Coding and thinking about all of these behaviors and mannerisms will help me re-evaluate everything I say, ask and do before I do it. The major thing I learned with this article is that I just need to continue to think about my beliefs about student-centered instruction and learning before I write out my questions and plan my lessons.
Olson, J. (2008). The crucial role of the teacher. Methods & Strategies.