My students' comfort level has increased, which can be both a blessing and a curse. Many of my students are becoming comfortable enough to approach me and ask question. Others are beginning to demonstrate typical "freshman" behaviors! I find myself having to say more "Sit down", "Put your phone away", etc. the same as I do with my other freshmen.
If I don't provide the supports that students have grown accustomed to or post the language objectives that are always posted, students are quick to point it out and ask why.
My students are so comfortable coming to me about school work but have yet to learn the patience of waiting their turn. I also find myself, like Eric, watching my students and saying,"Are you helping him or just chatting?"
My newer students are still getting used to the supports and how to use them. For example, some who need the sentence frames don’t use them, and other, higher students, use the simplest frames and don’t add to them. However, I see this as a leaning process and work on the problems as they come
I know most of my students from last year. Therefore, most of them already know my expectations. My newcomer and new student have blossomed from the beginning of the school year. I believe this is due to the respectful atmosphere we have established with each other. My students also feel comfortable participating and asking for help. Sometimes, I find myself asking them to focus back to the lesson because they want to share everything that happened over the weekend. Most of my students are learning to use the support I provide. This year, I've gone digitally with my 3rd through 5th graders. Learning how to do group work online and uploading their work is a learning process. I find it is also another support for my ELs who needs another example. They can view their classmates response in addition to my example before they form their response.
In whole group lessons, my students seem to be very comfortable not talking, and blending into the background. Asking them to share with a partner or clock buddy, for example, many will just sit. I've had to hold them a lot more accountable than they like... asking them randomly to share aloud what's been discussed. In stations, they are overly comfortable sharing aloud! The challenge is keeping their conversations on track. But the more we do stations that call for collaboration, the more they are learning to like having each other as a support. On the days we don't have a lot of collaboration they are asking to work with someone. I'm taking that as a positive sign!
My students want the supports as much as possible. If I forget sentence starters or to include an image of a difficult word they are quick to point it out. Sometimes trying to help them get away from too much support is frustrating for them.
My students' comfort level has increased, which can be both a blessing and a curse. Many of my students are becoming comfortable enough to approach me and ask question. Others are beginning to demonstrate typical "freshman" behaviors! I find myself having to say more "Sit down", "Put your phone away", etc. the same as I do with my other freshmen.
ReplyDeleteIf I don't provide the supports that students have grown accustomed to or post the language objectives that are always posted, students are quick to point it out and ask why.
ReplyDeleteMy students are so comfortable coming to me about school work but have yet to learn the patience of waiting their turn. I also find myself, like Eric, watching my students and saying,"Are you helping him or just chatting?"
ReplyDeleteMy newer students are still getting used to the supports and how to use them. For example, some who need the sentence frames don’t use them, and other, higher students, use the simplest frames and don’t add to them.
ReplyDeleteHowever, I see this as a leaning process and work on the problems as they come
I know most of my students from last year. Therefore, most of them already know my expectations. My newcomer and new student have blossomed from the beginning of the school year. I believe this is due to the respectful atmosphere we have established with each other. My students also feel comfortable participating and asking for help. Sometimes, I find myself asking them to focus back to the lesson because they want to share everything that happened over the weekend. Most of my students are learning to use the support I provide. This year, I've gone digitally with my 3rd through 5th graders. Learning how to do group work online and uploading their work is a learning process. I find it is also another support for my ELs who needs another example. They can view their classmates response in addition to my example before they form their response.
ReplyDeleteIn whole group lessons, my students seem to be very comfortable not talking, and blending into the background. Asking them to share with a partner or clock buddy, for example, many will just sit. I've had to hold them a lot more accountable than they like... asking them randomly to share aloud what's been discussed.
ReplyDeleteIn stations, they are overly comfortable sharing aloud! The challenge is keeping their conversations on track. But the more we do stations that call for collaboration, the more they are learning to like having each other as a support. On the days we don't have a lot of collaboration they are asking to work with someone. I'm taking that as a positive sign!
My students want the supports as much as possible. If I forget sentence starters or to include an image of a difficult word they are quick to point it out. Sometimes trying to help them get away from too much support is frustrating for them.
ReplyDelete