Blog #3

This week's readings focused mainly on language in the classroom as well as writing for understanding. Gibbon's Chapter 2 directed much of her focus toward ESL students and gave many interesting and different suggestions for group work activities and offerings for an effective group. As I initially began reading this chapter, it reminded me of 'science talks' that were widely talked about last semester. As I kept reading, I realized that classroom talks may vary through all different types. One of the terms that Gibbons had mentioned rang a bell in my mind. 'Expert and home groups' seemingly reminded me of a jigsaw activity that we have done a countless number of times in TE courses. I have always enjoed this activity because it gives each student an opportunity to feel important and be somesort of an 'expert' to the conversation. Gibbons also listed many different ideas to bring talk across in the classroom such as paired-problem solving, questionnaires and 'teacher-guided reporting.' I believe that this form of talk in the classroom would best be used at the end of the day or at the end of a lesson. I have noticed that my CT uses this conversation- probing talk when she closes a lesson or activity. For example, during our writer's workshop block, my CT calls the students together in a circle before to talk about what their plan will be for that time period. After the writer's workshop block has ended, she calls the students back together to share with their classmates what they completed during the given time and if they accomplished their goal. Speaking and writing are two important topics in literacy to implement into the classroom. When I was in elementary school, I had a teacher that would have us free write at the beginning of every morning about anything we were thinking. I enjoyed being able to write my thoughts onto paper to later share with the class. To me, it is very important to enstill a caring classroom environment that is open-minded and eager to voice their opinions and hear those of others. Group work is a wonderful tool for these ideas regarding talking and writing in the class to occur. When students feel included in something and have equal chance to talk amongst themselves as well as with the entire class, I feel that they gain more self-confidence and a higher self esteem from the process.