Delise Week 14

On Monday, my MT was absent so I had the opportunity to run the show on my own (which I loved). The sub that was scheduled in my classroom was astonished at how quiet and on task the students were. I don't think that a quiet classroom always necessarily means that the students know what they are doing, understanding the lesson, etc. The students know that when they are doing independent work they are to keep from talking. The occasions for where students are supposed to be quiet are when we are assessing or during writing. I tell the students that during these times they have to keep from talking so that they can focus and do their best work and so that they don't disrupt others from doing their best. For other times of instruction, we do not tell the students, "okay you may talk to your friends now." If we said that, the classroom might be a little out of control. During these times, it is quite incredible to see how students are working collaboratively. Some students are asking others for help or comparing their thoughts and/or answers. Other students who are finishing their work early are taking the initiative to help others around them. These second graders are really good at being productive! Instead of having discussions that are non academic, they are discussing the assignment or the lesson! I notice the students collaborating the most during centers, math, and writing. During centers, the students do a good job of helping each other and rarely come to my MT or I. The students work collaboratively even if they are just helping their partner sound out a word in a book that they are reading. During math, the students are working together during collaborative learning time as well as when they are working in their math journals. Students are vocal about being confused about a problem. When this student raises his/her hand for help, he other students around him/her are eager to help out that student. I especially like this because I am able to see what the students who are helping know about the problem about the way they explain it to the other student. Also, by teaching the other student, it will help build their knowledge of the subject! During the writing mini lesson, students have time to turn and talk and discuss something that we have learned that day. Yesterday, for example, students were to tell their partner what small moment they would like to write about this week. Then, they could tell their partner what they are going to do this week to make their paper really good! (This was after we had created a list of what good writers do). I was being observed by my field instructor during this lesson and she had noted that the students were pretty loud during this time, which is what sparked me to write this noticing blog. Yes, my students were loud. They were also engaged and participating. I saw students telling their partner what they would do to make their writing better. I saw students pointing to parts of our "Good Writers..." poster. I heard students give their partners suggestions and advice about how to add details to their story. I saw students pointing to the lines on the page to plan what words they wanted to use on each page. I heard questions being asked, I heard students praising each others' ideas. So yes, my students were "loud" but if this is how "loud" looks in my classroom everyday, I cannot complain. :)