Notes to a New Teacher: Give Clarity

My Dear, 

They are looking to you for approval. I see their eyes and their body language reflect insecurity and desire to please you. You have established yourself as someone important enough to value. This is quite the accomplishment, as most students this age value the opinions of their peers more than adults. 

1. The kids want to know if they are right or wrong. I can see them looking to you for facial or verbal cues to evaluate their performance. 
2. When you say, “Good job” keep talking and explain WHY and WHAT part of their ideas are sound or need revision. Here’s two examples from class:
1. For a correct answer:  “Freddie, when you connect the terms “props” and “theme” with the examples from Indiana Jones and Hook, you give a concrete example that helps demonstrate your understanding of how a playwright applies these terms when he is writing. The example shows your understanding on how the use of props then impacts the audience’s understanding of the theme.”
2. For refining an answer that’s just not there yet, state why you are sharing the feedback: “I’m sharing the conversation between Jackie and me because it shows my expectations of for your answers. I’m looking for depth of thought as opposed to surface observations.” Then explain the interaction and the refinement the student made in his thinking. “Jackie and I had a good conversation her about how to go deeper. She noticed that dialogue happens on a set, but that’s not enough. Why does it matter that dialogue happens on a set in a drama? When I pushed the thinking, Jackie talked about how the set places characters at different heights and varies the distance between the character and the audience. She realized that this placement is purposeful in helping the audience understand which character or message is important. That’s the depth of response I’m looking for.”
3. When you leave a group during your monitoring sweeps, share an idea about their progress with that group. Or bring the whole class together if it is something the whole class could benefit from. Share an insight or refinement about their stage in the learning process. (Note: You don’t do both each time. These are just options.)
1. To the group: “Your best idea so far…” To the whole class: “Listen to this group’s idea. It’s the best one I’ve heard so far. How can you use it to develop your ideas and extend your conversations?”
2. To the group: “I’m looking forward to how you will solve….” To the whole class: “I have heard three groups with a common dilemma. /Share the dilemma./ Do any groups have an idea that would help correct this struggle?”
3. To the group: “When you said ____, that was insightful/just what I was looking for because…” To the whole class: “Class, listen to what this group just said. I want you to explain how their idea is insightful or spot on for my expectations.”
4. To the group or individual: “That might be an idea you want to bring forward to the whole class when we debrief.” Or “Would you mind sharing this idea with the whole class?”
5. To the group: “I like what you are doing here (asking questions, returning to the text, etc.) to clarify your confusion about ____.” To the whole class: “This group has found an effective strategy to clarify confusion. Please listen to their thinking process.” 

With Love, 

Your Advocate