Weinstein and Mignano- Blog #2

I think that Weinstein's Chapter 10 was incredibly eye opening. The teacher initiation, student response and teacher evaluation method is the only type of instruction I really had in my grade school career. With the exception of my advanced 7th and 8th grade social studies and my senior year AP English I was always taught using this recitation style where the teacher provided the majority of the information and the questions. I never remember discussing ideas, only repeating verbatim what I had read, and honestly it got boring becuase I had wonderful comprehension skills. I understood what the text said and meant but I wanted to give my own perspective but with the IRE system students can't.
I think this IRE method is the easiest to implement and that is why it is so often used. The teacher can prepare simple repeatable answers and check for basic understanding of information. I admit that many lessons I will do in the future will be these becuase they are the easiest to fall back on. However, I think that the most engaging and entertaining lessons I have had have been discussion lessons. I think one of my favorite methods is one that Eric Byker taught us that is also in the Weinstein Magnano book, it is the "Think-Pair-Share" method (p 322). This is where students take a minute to think independently about the idea, then talk about it for a minute with a single partner and then the partners are able to share with the whole class their ideas. This method allows for interaction between students without having to conduct a whole-class discussion that can be time consuming. This method is simpler but gives the same effect that you are able to share your ideas with the group and especially being able to pair before you talk in front of the whole group allows you to feel more comfortable. Students who don't normally share may feel better telling their idea to only one neighbor or friend.
I also really liked that the chapter reminded teachers to beware of differing cultural norms when doing class discussions. The chapter said to be mindful of different "discourse patterns" (p 321). This idea is key because not only are there different languages but there are different modes and styles of communication based on cultural and religious differences. I think this is important when you get different kids together and want them to open up to each other and to the group. If you know that maybe thier culture typically only allows them to speak when spoken to by an adult, then you will need to make accomodations and create an environment where they feel comfortable sharing out of turn or with their peers. Again it is the teacher's job to change what she is doing to accomodate for the different learning styles in her classroom- not the students job to try to figure out what is wanted from them.