I am currently in a kindergarten classroom. One of their favorite things to do is read stories. I would say that my mentor teacher reads 3-4 stories to them a day. She makes it a point to discuss the importance of each text so the kids can get something out of the book. However, since my kids are only 5 and 6 years old, they are not yet capable of having a discussion like the one Almasi talks about in her reading. The "discussions" we have in my classroom are more recitation style. However, the teacher does not ask questions about specific items in the book. She asks general, thoughtful questions that the kids may benefit from such as "how would it make you feel if that happened to you?" and "what are some things we could do as students do help others?"
At such a young age, the kids have a hard time staying on track. They like to spout out random facts about themselves and their day, mid-conversation. Therefore, this method of building off each others' ideas and keeping the discussion going without much teacher input is very far-fetched. I think that in order for an Almasi type discussion to be attempted, the teacher would have to assign roles. It might work if 4 or 5 students came up with questions about the book that the rest of the class had to answer aloud. This might foster some kind of discussion that may keep the kid focused on the topic at hand. My students are very thoughtful and smart so I think it would be easy for them to come up with questions or topic ideas to talk about. The part that would be hard for them is talking about one thing for a long time. Also, staying on topic and not interrupting one another might be hard. The teacher would definitely have to have a large role in the discussion.
I do have faith in my students. I know that with practice and explanation they would be able to have a class discussion but this would take time and practice for them as they are still new to the "school" environment.
I really like your idea to assign roles for the discussion. I think that young children are often not given enough opportunity to have a sense of responsibility because they are assumed incapable. Having the student come up with the questions is also an assessment opportunity. You are able to pay attention to what stuck out to them, what they missed, what they think is important etc. As the teacher, you can drive the discussion/lesson based on some of the questions and responses you see. Asking questions about a text will also facilitate a discussion that enriches comprehension.
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ReplyDeleteI like how your mentor teacher not only reads frequently to the students, but explains why it's important to read those specific texts. Although discussions for the students are more of a recitation, it is a way to get the students critically thinking and builds their knowledge of discussions in the future. How do you think the students can stay on task through discussion and other classroom tasks? Does it have anything to do with the way the students transition? It sounds like the students have the right ideas or at least understand the concepts that the teacher presents in discussion, and that the work they do will improve with practice.
ReplyDeleteI love that your MT reads to the students in you class frequently. Even though your discussions are more recitation style, it does not mean that they aren't as good as discussions. What your MT is doing is making her students connect the text to their lives at a young age. I haven't seen enough of this in the placements I have been in and n my own schooling. I think that the younger students learn to make those connections then the more meaningful reading will be in their lives. This is what can foster a love for reading in all students. I like your idea of assigning roles for discussions, but how would you assign those roles? Since she reads so often, how many discussions do you think would be appropriate? I think that young children like being given responsibilities, which holds them accountable for their work. Discussions in your classroom are definitely possible with a little monitoring and scaffolding.
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