Sometimes when I'm planning a class I look at a piece of text and think, "I would really like them to see X." With the Sons passage we were looking at today I wanted them to see the ways in which George is different from the other characters so far, how he's much less concerned with maintaining the peace and marginalising the truth for the sake of those whose feelings might be hurt.
Sometimes, in the middle of discussion, someone will make a great comment pointing out exactly what I hoped they would catch onto.
....
And I'm never sure what to do at that moment! Of course, I want to shout out and say "YES! Fantastic! That's just what I was hoping you'd see!" But I usually end up responding in a way that's not too different from how I respond to other comments; I don't want to blatantly privilege some comments too highly over others that are also legitimate.
In my planning, I sort of think "OK, and we'll try to work toward a recognition of this point." But when that recognition comes neatly and clearly, the way it often does early on in 12-2's conversations, I wonder how I can help students dwell on a certain comment more than on others. I often ask a question like "What do others think of that idea?" which actually feels very obvious, and doesn't often solicit very good responses.
Is it enough that someone just says the good point? I almost want the whole class to stop and write on that idea for a moment, or everyone to turn to his neighbour to discuss the idea for a few minutes.
It's actually much easier when the make points I haven't thought of before, that I realise as they are saying them, are actually top notch. At that point, I am saved by my enthusiasm: I simply can't hold back the fact that I think their comment is brilliant, and follow-up questions bubble out of me. That usually does elicit good comments from others. I also realise that when a good comment is made by one student, it allows me to return to that point later on for reemphasis. A comment's value is rarely realised the moment it's shared - it's value is in the way it comes back in future discussions.
Sometimes, in the middle of discussion, someone will make a great comment pointing out exactly what I hoped they would catch onto.
....
And I'm never sure what to do at that moment! Of course, I want to shout out and say "YES! Fantastic! That's just what I was hoping you'd see!" But I usually end up responding in a way that's not too different from how I respond to other comments; I don't want to blatantly privilege some comments too highly over others that are also legitimate.
In my planning, I sort of think "OK, and we'll try to work toward a recognition of this point." But when that recognition comes neatly and clearly, the way it often does early on in 12-2's conversations, I wonder how I can help students dwell on a certain comment more than on others. I often ask a question like "What do others think of that idea?" which actually feels very obvious, and doesn't often solicit very good responses.
Is it enough that someone just says the good point? I almost want the whole class to stop and write on that idea for a moment, or everyone to turn to his neighbour to discuss the idea for a few minutes.
It's actually much easier when the make points I haven't thought of before, that I realise as they are saying them, are actually top notch. At that point, I am saved by my enthusiasm: I simply can't hold back the fact that I think their comment is brilliant, and follow-up questions bubble out of me. That usually does elicit good comments from others. I also realise that when a good comment is made by one student, it allows me to return to that point later on for reemphasis. A comment's value is rarely realised the moment it's shared - it's value is in the way it comes back in future discussions.
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