TLC+Chapter+1

We all have high academic expectations, but this chapter challenges our current perceptions and  makes one think a little more about how to really achieve this. I have summarized how this chapter explains techniques that you can use in your classroom and provided my responses. Please add your thoughts anywhere you want on this page by "editing" this page. Once you are in edit mode you can insert your cursor anywhere and just start typing. Press Save when you are done. If you do nothing to save the page will revert to its original content with no changes. If you want to change the color of your text responses like I have, push the "T" and select a color (then press "Apply").
 * Chapter 1--Setting High Academic Expectations **

Technique 1--No Opt Out
Students are not given the option to "not respond" to questions from the teacher--"I don't know" isn't an acceptable answer. Instead if a student is unable or unwilling to answer a question, a fellow classmate is allowed to respond, but then the teacher goes back to the first student and asks them the question again. How do you handle this with your students in your classroom setting?

Ginger-- Rephrasing would be important. Our junior high students are so emotionally sensitive to being singled out as being different from their peers. It is important to help them get to practice the answer, and still not lose face. It has to be a win-win situation for everyone.

Technique 2--Right is Right
Many teachers (myself included) accept partially right answers from students and give positive reinforcement for those answers. Then we will add details of our own to make the student's statement 100% correct. The student may or (likely) may not see the distinction between the two answers, and we have again the let the student off the hook,

Ginger-- I liked this one, as it hit home for me. Students are held more accountable if we hold out for the complete right answer. Phrasing responses back to students, such as, "I like what you have started, can you tell me more, find me more, etc" would help my students learn to keep looking, that half right is not right, and that I expect them to discover what is correct/right,

Technique 3--Stretch It
Answering a question isn't the end of learning. Ask how/why the student knows the answer; is there another way to answer the question; is there a better word/phrase that could be used; ask for evidence of how they came to their answer; can the student apply the skill to other settings (or related areas).

Technique 4--Format Matters
Students need to understand that how we communicate is as important as what we communicate. Speak in proper/complete sentences, use the terms that are appropriate to the content matter, and speak loud enough to be heard.

Technique 5--Without Apology
If you have something to teach it is important, never apologize for what you are teaching students.

Ginger This concept also hit home for me as well. I have witnessed many teachers say to students, "I know this boring, but we have to work through this" or some variation of this". I know that I am just as guilty as anyone else. This will be something that I will be much more conscious about in my teaching.