Choice Words
Our pre-institute reading is Choice Words by
Peter Johnston. I chose this book because it powerfully illustrates the
importance of the words that we use. Language is essential in establishing a
caring, healthy, and intellectually stimulating classroom. As you read the book,
please discuss how you might be able to apply what you are reading in your own
classroom. What insights or observations can you offer? Do you disagree with any
parts of the book? Let's discuss!
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12 comments:
During my reading of Choice Words, I noticed the emphasis of how and why questions. I just completed my first year of teaching in Oldham Co. and there have been many new practices I've implemented in my classroom, one being conferring. Knowing I need to develop a level of deeper thinking and questioning within my conferences has changed how I approach conferring. I've gained some valuable knowledge through reading Choice Words. Chapter 4, Agency and Becoming Strategic, I found most helpful. In this chapter, using a "how" question can be a reflective tool for both teacher and student. Being able to explain a process or strategy can be quite powerful for a student and a way for them to evaluate the problem or task they just tackled. The "why" questions are a sort of stepping stone when getting to the essence of how things work or are the way they are. We as teachers have a tremendous influence on our students. When conferring, knowing the right types of questions to ask, like the "how" and "why" , when to ask them, and listening will strengthen my conferences as well as help my students and I become more reflective.
I plan to use these type of questioning strategies to help me reflect on my mini-lessons and my students. Listening to their explanations and thinking will help me better mold my instruction, next steps, and follow-up conferences. My students will also reap the benefits of this type of questioning. I hope that my 1st graders will notice those strategies that work for them and those that don't. With modeling and encouragement, I hope that my students will not shy away from these type of questions and know that there isn't a wrong answer, only their "own" answer. Their thinking is invaluable and should be heard and reflected upon.
While reading Choice Words, I noticed that the book focused on effective questioning strategies. I agree with Carrie that most of those strategies involved using how and why questions. In Chapter 4, I did agree with the author about the use of choice. This connects to my understanding of the Daily 5 and how giving students choices helps to show students that they have control of their learning. Students are more apt to internalize new knowledge when allowed to make decisions about their learning.
Chapter 4 was enjoyable but I was more interested in reading Chapter 6 (Knowing). The section discussing the IRE and IRR interactions was fascinating to me. I have been trying more each year to work toward having stronger class discussions where the students are the facilitators. Others may say, “they are just first graders” but I know my students are capable of having enriching discussions about their learning. This year I plan to model how to participate in group discussions using the language described in Choice Words. One thing in the past my students have trouble with is properly responding to others and being patient. I liked the examples of how changes in our language can help students participate accordingly. One example being ensuring students are allowing for proper wait time. When I facilitate questions I always ensure students are given time to think, though my students do not always give each other that courtesy.
In Chapter 5 the section about playful knowledge was familiar to me. In my classroom, my students and I are always referencing text that we read during everyday life. My family and friends tease me because I can usually find some TV or movie quote to connect to various situations. One strategy I use in my classroom is integrating “Bazinga” (from The Big Bang Theory) as a code word. Whenever the students seem to be distracted or unengaged I will slip this word into my instructions or discussion to see who is listening. Students know that when they hear this word they are to clap twice. They think this is the funniest word ever and love clapping when they hear it. This usually gives me a quick assessment of who is listening carefully to directions and allows me to redirect those who are not without drawing attention to them.
Looking back on my first year of teaching, I felt as though I was trying to “survive” most of the time. After reading Choice Words I can see how my communication with the students can make a difference in the classroom and the feel of the community. I found it interesting in the beginning of the book, when it gave examples of things teachers say, and what it says to the students. I always felt I had been careful with the choice of my words, but after reading I found I did not always think about the implications of what I was saying. When I saw the quote “That group, get back to work or you’ll be staying in at lunch” it struck home with me. Not because I would say those exact words but because of the implications of saying something in that manner. Seeing that communicating in that way shows the students they are there for laboring and to do the work only under duress. This is not how I want my students to feel, or how I want my classroom to run. I think this is why I found chapter 3 on identity particularly interesting. In this chapter it talks about the importance of a child’s internal feelings. Asking questions about how they feel about their work, or saying “I bet you are proud of yourself,” leads the student to develop internal feelings of satisfaction. Whereas simply saying “I am proud of you,” turns a child’s attention to pleasing the teacher. This is something I had never thought much about. I felt giving praise was the best thing to do, and the only way to recognize a student’s hard work. I however, want my students to want to do well on their own, and have a desire to learn, not to please me. Next year I want to focus on helping build my student’s identity and help them build an internal motivation towards school. That is something that will help them far beyond the reach of just my classroom.
During this past year, I really wanted to motivate my students, but while reading Choice Words I realized that some of the things that I would say to my students actually served as a hindrance to them. This book has really opened my eyes to the way that words affect everyone. While reading this book, something struck me that I had never previously thought of before. I have asked my students all year, “What do good readers do?” While reading chapter two I realized that this was not the best way to address strategies that all readers should use. The author stated that this type of wording, “validates the use of a good-bad binary as a sensible descriptor for readers. It leaves open the question of who the bad readers are and how you can tell.” This helped me understand that I am not being as careful as I have previously thought with my wording. I never want to make a child feel as though they are “bad” at something and using this language sets that up. From now on, when reviewing our reading strategies I will simply say, “These are strategies that readers use.”
While reading chapter 3, my favorite section was titled “I bet you’re proud of yourself.” I tend to tell my students often that I am proud of them, but I don’t ask them if they are proud of themselves. While reading this section, it made me aware that this type of questioning allows students to look within themselves in order to determine their own sense of worth. This allows students to attach an internal motivation to something that they have accomplished.
Another section that stuck out to me was titled “Mandy.” When asked about good writers, Mandy stated that “good writers write fast.” Most of my students felt this way as well. They often identified a “good writer” as one that could come up with an idea quickly and fill up the most paper. They associated more as better. Even though they would write a lot, it was very difficult for them to elaborate and provide details. I realize now that writing is one of my biggest struggles. I cannot expect my students to put forth their best effort if I am not providing them with multiple examples and opportunities to better their skills. This book has better equipped me with proper wording and strategies to use in my classroom and I look forward to utilizing them this coming school year.
While reading Choice Words I was thankful to see that much of the powerful language that was emphasized I already use in someway in my classroom, of course I could always use it more. Teaching in Oldham County I feel like these practices are encouraged, at least in my school. As a special education teacher I am in and out of many teachers classrooms on a daily basis and I strongly believe that the teachers in my school have got the language going on!! I feel blessed to teach in a school that believes in empowering their students in anyway they can!
One thing that I really enjoyed about this book that I have seen in practice is calling the students’ mathematicians, scientists, poets, authors, historians, etc. The students absolutely love this and it helps them to really take charge of their learning, which I think is huge!
I thought it was really evident reading about the four different students which ones came from the same classrooms. That really shows how important empowering your students through language is! As I was reading about these students I was able to place the students into two different teachers rooms in my school. Not that one of the teachers is bad, she just uses her language in a way that does not always empower the students, but rather makes them feel like they are constantly looking for approval from the teacher.
As a special education teacher, I need to do a better job of helping my students feel proud of themselves and in charge of their education in the regular classroom. I see my students as having two different identities depending on if they are in the resource setting or the regular classroom setting. My students feel comfortable in my classroom. They feel ready to ask questions and to try even though they may fail, but when they go back to their classrooms they just lose it all. It makes me sad to see this happening.
April, I love that you use a code word such as “Bazinga”. The Big Bang Theory is one of my favorite shows and I could totally see myself using that word in my classroom as well. I think my students would LOVE it! Sometimes you just have to mix things up a bit, especially in my setting ☺
I read Choice Words after reading How to Increase your Child’s Verbal Intelligence. I had no idea, before reading these two books that the strategies offered in the books would be so similar. Though much of the foundational research in the books comes from differing perspectives, both are similar in that they encourage teachers (and parents) to respond to a child’s questions with a question as a method to support higher level learning. Question responses as simple as, “How,” or, “Why,” can lead a child into a world of understanding and learning that would be eliminated had the teacher (parent) simply answered the question. This resonated with both the parent and the teacher in me. I often find myself in such a hurry to “move on to the next thing” with my son and my students, I fail to allow sufficient time for investigation on the part of the child. Instead, I “feed” the information in the interest of time. The examples and theories in these books helped to confirm, with me, the importance of a constructivist approach in the classroom and the home. People learn more when they “talk themselves through” or investigate on their own to find an answer. Using such a method of questioning affords students and children the opportunity to work through and understand a process as well as a simple answer to a question.
In Choice Words, I was also struck by the author’s emphasis on words in forming relationships. As a special education teacher, I know that a teacher-student relationship, for some students, can “make or break” the learning process. So, it is pivotal for teachers to convey the appropriate message and establish a supportive relationship with students. Johnston teaches that it isn’t just the meaning that a student garners from a teacher’s words that matters. The message that is sent with the words a teacher uses can be far more important. On page 6, Table 1.1 illustrates the implications on students that different words can have on the student-teacher relationship.
Like Ashley, I found the section of the book titled “Mandy” very interesting. I have always loved writing. But, teaching writing is a whole other animal. I have found it to be very difficult. So, I completely related when “Mandy” talked about good writers being “fast.” It is so hard to help students understand the traits of good writing. And, I find it especially hard to help struggling readers become better writers, as the two are so intertwined.
Choice Words is loaded with information and strategies to help teachers develop better practices and word choices in order to help students become more successful.
As I read "Choice Words", I found myself thinking more about the communication that I had with my students this past school year. Being a first year teacher, I admit that I have a lot to learn. One area that I found interesting was in Chapter 4 when the author discussed asking the question "What problems did you come across today?" and "What can you do?" I feel that at times, I was too quick to give answers or prompt my students on the strategy to use such as "sound that word out" or "use your picture clues" instead of letting them figure out what strategy works best for them. I will definitely implement the use of the question, "What can you do to help you figure that out?" and give think time instead of immediately interceding.
As I read "Choice Words," I also found myself rethinking the language I use in my classroom in order to propel student learning. This past year, I spent a great deal of time dissecting reading instruction in my classroom. A central conversation among my literacy coach and me focused on the use of my open-ended questions during reading conferences.
The reason I refer to this development is that reading "Choice Words" confirmed what I've spent time working on as a teacher and also gave me more support to further enhance my conferring with students.
Chapter 4, discussing Agency and Becoming Strategic really gave me a broader perspective of how I can use this questioning in all subject areas. Especially with the Common Core Standards, my focal point as a teacher will e literacy. I would really like to work on conferring with students in writing more intentionally.
I loved how the text focused on student ownership of learning though. With intentional language, the work becomes that of the students, propelled further by a community of students working together and conversing. The atmosphere of the class is student led and student centered rather than being directed by the teacher.
I have a list of ideas for my classroom this year and look forward to discussing them with KRP colleagues and implementing them with my students this year.
I agree with Hannah, the powerful language Johnston discusses is encouraged and used in Oldham County Elementary schools. Of course, that’s not to say that there isn’t room for improvement.
In my role as a reading intervention teacher, I work with struggling readers every day. It is important for these kiddos to see themselves as or identify themselves as readers. In chapter 3, Johnston discusses conversation starters that assist children in developing their identities and defining who they are as literacy learners. I hope to do a better job of assisting my students in identifying themselves as readers with conversation starters like “What have you learned most recently as a reader?” and “What are you doing as a reader today?”
One part of Choice Words that I am passionate about is from Chapter 5. Johnston discusses the importance of children building a sense of themselves an inquirers and problem-solvers so that they are able to transfer their learning into the world beyond school. Isn’t this what it’s about…preparing our kiddos for their futures beyond the classroom doors?
As I read this book, I was constantly thinking back over my last year. Thinking back to many writing, whole group reading and guided reading lessons. I really like the use of language suggested throughout the entire book. There were many times that I felt stumped last year. I wanted to pose a question or make a statement to a student without just instructing them to do a specific task, but had a hard time finding just the right word to use. I feel like so much of the language in this book is about planting a seed in a student's mind, but allowing them to take ownership in the rest of that thought.
I think that the "Identity" section of the book is something really resonated with me. Giving students the confidence to believe they are writers and they are readers is such a huge part of the battle in my opinion. I had so many kids at the beginning of first grade and even into october telling me "I can't read" when in reality they had made HUGE progress since the beginning of the year. Johnston discussed talking to students individually and as a whole class about how in each group of students there will be different types of readers and writers. I want my kiddos to realize it's not just about who reads easy or hard books but finding out who enjoys non-fiction vs. fiction etc.
My favorite "plant a seed" question that Johnston suggested in this book was "Who tried something new or difficult in their writing today? Tell us about it?". I like that this seems to foster excitement about taking chances as a writer and reader instead of just sharing success stories and making other students afraid to make a mistake.
Like Nicole, I also hope to do a better job of reflecting on what we learn as readers like Johnston discussed. The question, "What have you learned as a reader" is a question I would like to visit often during my reading block.
All in all, I think the great thing about "Choice Words" is that I am really analyzing how I phrase things in my classroom and I think this will make a big difference in the way my kiddos think and interact with literacy.
"Choice Words" was the perfect book to start KRP. It began that all important reflective process. I was pleased to see some strategies that I use but it also challenged to use more. This book is not just a school lesson but a life lesson.
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