Harwigg FDBK (CEL)

Summary

In this educational discussion, a teacher reflects on the effectiveness of the 'turn and talk' strategy in her classroom, noting its success in engaging students and facilitating behavior management. She also addresses the challenge of managing students who complete tasks quickly and those who take longer, sharing her experiences with extensions and independent reading. The conversation explores proactive strategies for providing individualized support to students with varying learning speeds, aiming to enhance engagement and deepen understanding.

Takeaways

• 🔴 The red light indicates recording is in progress.
• 🤝 Savannah is thanked for the opportunity to interact multiple times, showing appreciation for the collaboration.
• 🗣️ The session will last about 20 minutes, focusing on the teacher's practice and future steps, with a specific next step provided at the end.
• 👂 The teacher has implemented 'turn and talk' in the classroom, which was previously discussed and is now observed to be effective.
• 👀 The teacher is learning about student behavior and understanding by circulating and listening during 'turn and talk'.
• 📈 The teacher is using formative assessment to quickly identify and address student understanding and areas for re-teaching.
• 🔄 The teacher is aware of the varying pace of students and is concerned about those who finish tasks quickly and may exhibit off-task behavior.
• 💡 The teacher is considering different strategies to engage the fast-finishing students, such as providing more challenging tasks or extensions.
• 📚 The teacher has tried independent reading and center work as extensions but is looking for more engaging alternatives.
• 🎯 The conversation suggests proactively working with students who finish quickly to provide them with tasks that match their skill level.
• 📝 The teacher plans to conduct a reading inventory to better understand the interests and needs of the gifted students and find appropriate texts.

Q & A

What is the main purpose of the meeting in the script?

The main purpose of the meeting is to discuss the teacher's practice, specifically focusing on teaching strategies like 'turn and talk', formative assessment, and addressing the varying pace of student learning.

What teaching strategy was implemented and observed in the classroom?

The teaching strategy 'turn and talk' was implemented and observed, where students turn to their partners to discuss a topic, allowing the teacher to gauge understanding and manage behavior.

How does the teacher feel about using 'turn and talk' in the classroom?

The teacher loves using 'turn and talk' as it gives every student a chance to express themselves and allows the teacher to move around the classroom, listen to students, and provide quick formative assessments.

What challenges does the teacher face with students who finish tasks quickly?

The teacher is concerned about students who finish tasks quickly and then become off-task or disruptive, as it can affect the behavior and focus of the entire class.

What strategies has the teacher tried to engage students who finish tasks early?

The teacher has tried extensions, independent reading, and providing more challenging materials to engage students who finish tasks early.

How does the teacher plan to address the issue of students finishing tasks too quickly?

The teacher plans to proactively pull these students at the beginning of independent work time and provide them with more challenging tasks or projects that are tailored to their reading levels and interests.

What is the teacher's approach to formative assessment during group activities?

The teacher uses formative assessment by circulating around the classroom, listening to students, and providing immediate feedback or re-teaching when necessary.

What does the teacher think about the importance of engaging curriculum to manage behavior?

The teacher believes that engaging curriculum is key to managing behavior because if students are not engaged, they will become bored and off-task.

What is the teacher's plan for students who are not struggling but also not the fastest?

The teacher plans to work with these students individually to identify areas they are struggling with and provide additional support or activities to improve their skills.

What does the teacher need to better support the gifted students in reading?

The teacher needs to conduct a new reading inventory to understand the interests and reading levels of the gifted students and find more appropriate and engaging texts for them.

How does the teacher plan to utilize the small reading group time to benefit the gifted students?

The teacher plans to use the small reading group time to conduct a formative assessment and then provide the gifted students with more in-depth knowledge or advanced reading materials based on their interests and needs.