T O P I C :

Read, Slow Down, and Think.

Mara describes the issue: So far my biggest issue with the students is getting them to read carefully, slow down while working, and pay attention. I am in an eighth grade general science class, and it seems that many of the students want the answers spoon-fed to them. They want you to stand over their shoulder and tell them exactly what to write on the paper. For one assignment I decided to grade it based on credit. If they attempted to answer the questions, filled-in two data tables, and included two graphs on their paper, then I gave them 5 out of 5 points.

A large majority of the students did not get all the points simply because they did not answer all the questions or left something out. They all had plenty of time in class, and it was not a matter of not being able to finish on time. They just did not want to do it, or did not read carefully enough to see the questions. There was no reason that every student did not get 5 out of 5 points.

Students also seem to have trouble taking what we do in class and putting it into their own words or ideas, which is another reflection of their problem with reading carefully and thinking things through. For example, we did a graphing unit in which students needed to take their data and make a graph. They wanted me to put a graph up on the overhead so that they could copy it exactly without having to think about what they were doing and why. I like having them work with a partner on activities, but it seems like sometimes all this does is encourage one of them to do the work and the other student to just copy the answers.

How do I get my students to read carefully, slow down, and think?

Posted October 5, 2008

R E S P O N S E :

Listen, Think, Respond

Deanna Bunch writes: Doing a reflective activity such as journal writing usually helps calm down English students enough to process new information. During class discussions, I often tell them to listen, think, and then respond. They do have a tendency to just blurt out the first thing that comes to mind.

The problem of not having them think things through is not unique to your class. You might try explaining how difficult it is to learn and retain new information. Then explain that it is virtually impossible to retain new information when you copy someone else's work and take other similar shortcuts to learning.

Remind them to be conscientious about their assignments. Your words might have more sway with them than you realize.

Posted November 16, 2008

R E S P O N S E :

Turn On Your Brains!

Tara Griner writes: Ahh, yes. This is a problem that your English-teaching colleagues can definitely relate to. The worst is when we ask them to read a passage that has difficult language, content, and structure, and then they look at it, move their eyes across each word, and say they are done in thirty seconds. I have asked students to read something for a set length of time (that is obviously longer than it should take) and then if they finish, I tell them to read it again. I don't know that it helps a lot, but I feel better about it!

It also sounds like you are struggling with getting the students to THINK. I tell students in my classes all the time to turn their brains on. That is the problem. They can do the work, but they know that if they sit there with the glazed-over look long enough, you'll do it for them. As unfortunate as it is, sometimes punishing them (grade-wise) is the only way to get through to them. (Obviously, do this only within the bounds that you know each student needs to be pushed).

Here's a question I had this week in the same vein: How do you handle the "turn your brain on" issue with ELL students? I have a couple that I think just need to use their brains and do the work, but as I started to tell one student that this week, I panicked with the fear that I could be pushing him past what his language would allow.

Posted November 22, 2008

R E S P O N S E :

'You Can Figure It Out.'

Grace Pendergrass writes: Mara, I think that you have reached a universal teaching problem. In my last rotation, one of my students would write down the answer to a question, then bring it to me — no matter what I was doing in the room at that time —, put the paper right in my face, and ask if he had the right answer. Finally, after a six-question assignment in which he brought forward answers to the first three questions, I said, "You'll just have to wait and see, won't you?"

This may sound like bad advice, but sometimes you just have to say, "You can figure it out." In my experience, about half the class will. Otherwise, knowing your students, knowing who among them is just attempting to milk you for answers and who really might be struggling, becomes very important to classroom success.

I realized that this particular student knew the answer but just wanted attention, so I refused to give the answers to him. There were other students in the class who genuinely needed my focus and attention to meet the objectives for the day. Basically, sometimes you just have to stick with your original plan and give the extra attention and focus to those who need it. However, if they are not willing to focus long enough to get the right answer, and you know they have the ability to do it, do they deserve the credit? Best of Luck, Grace.

Posted November 30, 2008

R E S P O N S E :

The Socratic Circle

Stephanie Stidham writes: In seventh grade Language Arts, the pop-quiz became the dreaded enemy. If failing grades are not motivation for your students though, then perhaps doing some critical thinking exercises, like a "Socratic Seminar" could start the ball rolling. If you are unfamiliar with the Socratic Seminar, any of us English folk can help explain it to you, but essentially, you divide the room into two circles, outer and inner, and the inner circle reads a passage and discusses it themselves with no outside help.

The circle works best if you stay out of it completely. You may have minutes that pass in silence, but it makes the students uncomfortable to sit in silence, and they eventually begin discussing what they have read.

I know this is an English tool, but I think every subject requires critical thinking, and this might send a message to your students that you do expect them to read and respond to what you are teaching, and you will hold them accountable for it. Anyone else agree?

Posted November 30, 2008

E-mail your suggestions and comments to fbowles@uark.edu