#cyberPD: Opening Minds - Part 2

"I didn't want to know everything that was already known; 

I wanted to leave room for possibilities." 

- Thoughts from Naomi, the main character 

from Sharon Creech's new novel The Great Unexpected

I'm so thankful to be participating with so many reflective teachers that push my thinking.  It's amazing all the bits and pieces and quotes that I missed during my first reading of the book Opening Minds: Using Language to Change Lives by Peter H. Johnston (Stenhouse, 2012). It's awesome to read what others highlighted or picked-up from the reading that continues to make my brain grow!  And if you noticed, I did say my first reading -- so this is my proclamation that I will be rereading this book over and over again.

My Thoughts and Reflections

I'm STILL going to take Johnston's words to heart:  "I'm not good at this yet." 

There is SO much to think about in these three chapters.  My brain is currently swimming. (I think that's a good thing though.)

After reading the first three chapters, I've been sharing with others about Johnston's research and ideas, including the varying mindsets and the words and phrases we should eliminate.  The response?  "Hmmm. Interesting.  But . . . Well, then, what should we say?"  At the time, I had to say, "I don't know! I haven't gotten to that part yet!"  Thank goodness chapter four about feedback was next to read.

Chapter 4: "Good Job!" Feedback, Praise, and Other Responses

Right now, with my two year olds, I'm living in the "good job," "you did it!" and "I'm so proud of you!" world because everything is new to them and everything is a learning experience.  I want them to be excited about trying something new on their own, know it's okay to take risks, and continually learn through the process.  And when they succeed?  "Good job!" is what comes screaming out of my mouth.  I just can't say nothing at all.  

My husband said that I can't just stop saying "good job" because of one book.  (Grumble.)  I agree that a "good job" here or there isn't going to hurt the girls over the course of time; however:  "We have to imagine the consequences of these patterns magnified over the days, weeks, months, and years children spend in school" (p.40).  I understand that the mindset I am helping to shape and create will impact their learning and thinking forever. 

No pressure, right?  And then to think about all the students impacted by my language choices . . . (Deep breaths.)

The good news?  Let's start with small differences in language.  I've been trying to change my word choices at home because as Johnston states:  "Trying is more important than success" (p.40). So here I am trying: Trying to say less, trying to focus on the process, the efforts, the possibilities, all the while trying to engage, build confidence and motivate.  By the way, did you notice how often Johnston reminded us about ENGAGING our students? 

Chapter 5: Any Other Ways to Think About That?

Inquiry, Dialogue, Uncertainty, and Difference

My goal with students it to increasingly engage students.  One important way to engage: talk.  Talk, talk, talk, talk, talk.  Engaging talk, of course, through questioning that "offers uncertainty, and invites mindful engagement" (p.51).  I realize the importance of allowing students the opportunity to talk more in class.  However, time is a huge factor.  Not that it shouldn't be, but it is and it always will be a restraining force.  Also, I work with small groups of students all day and all their talk is always specifically directed to me.  Students feel more comfortable and a sense of urgency to share more in smaller groups.

Over the course of the last couple years, I've thought about how I want to change the dynamics of the "talk" in my resource room.  I've dreamed about the conversations, the disagreements, the back-and-forth chattering -- WITHOUT a single interference from me!  I thought it was a dream, but now I have some strategies!  [See Figure 5.1 on p.56.]  (And with Common Core, the natural conversations are the standard for learning.) "Judith Lindfors observes that dialogue is a bit like a game in which keeping the ball in play is the goal rather than winning" (p.57).  I love this analogy!

Chapter 6: Social Imagination

"Learning is fundamentally social" (p.67).  I agree.  Mind reading and social reasoning are two concepts that are new to me.  I'm slowing processing the words and the implications in my classroom.

I'm understanding there is a difference between making an inference and imagining "what goes on inside heads, and not just the cognitive strategies being used to solve problems, but the complex social-emotional logic that lies behind their behavior" (p.69).  One suggestion? Choose books that have emotional tensions and conflicts inviting conversation about g, motives, and beliefs.  And then DO this: "The hardest part for most of us is then keeping our mouths shut and not judging what children say" (p.76). BINGO!

This chapter is one that I want to read deeply again.  

Implications in My Classroom

"This feedback is not given by the teacher, but it is surely grounded in the kind of feedback the teacher gives" (p.35).

Simple, but effective and powerful!  More immediate feedback sprinkled throughout the day from all the teachers in the classroom.

"The heart of formative assessment is finding the edge of students' learning and helping them to take up possibilities for growth.  Assessment isn't formative if it doesn't influence learning in a positive way" (p.49).

A classroom commitment to moving forward.

"A dialogic classroom is one in which there are lots of open questions and extended exchanges among students" (p.52).  [Similar to Figure 5.1 on p.56]

• Ask open questions
• Give enough wait time
• Do not judge student responses
• Invite others to respond: "What do the rest of you think?" or "So . . ."
• Do not specify who will be allowed to respond
• Use tentative marks, such as "I'm wondering if . . ." or, could, maybe, or something, perhaps
• Use the nonjudgemental "Hmmm" response, or as Jill mentioned (in a comment I read) take a breath before responding 

"Liz Yanoff began her first-grade research referring to 'read-aloud' or 'story time' but quickly realized that it would be more accurate to say that it was time for 'reading together' or, more accurately, 'thinking together with books" (p.57).

Enough said.  We will be thinking together with books from this day forward!

Language Cheat Sheet

"How did you do that?"

"You should go tell __ how you did that."

"Can you find another way to do it?"

"Have you thought about . . .?"

"Do you mind if I . . .?"  

"Look at how you . . . "

"When you did this __, I really understood __." (Causal statement, p.42)

"Any other ways to think about that?"

"Why do you think . . .?"

"I should hear a conversation of your confusion."

Eliminate:  Good job.  Good girl.  I'm proud of you.  I'm disappointed.  

               Good vs. Great vs. Excellent = Comparison (p.41)

* * * * * * * * * * * 

#cyberPD: Learning more from others!

July 11th  Chapters 1-3  Hosted by Cathy Mere at Reflect and Refine
July 18th  Chapters 4-6  Hosted by Jill Fisch at My Primary Passion
July 25th  Chapter 7-9  Hosted by Laura Komos at Camp Read-a-Lot
July 26th  Twitter Chat (time to be announced)