I do drop in on students because then my body is in different places in the classroom not just in one. Often, if a table group is not as focused as it should be I conference with someone at that table. Also, I like the idea that others may eavesdrop on the teaching point. This year I have 5 students out of 20 who have a hard time reading the whole 40 minutes of independent reading time. I teach 3rd grade. I let them move to the floor and read stretched out if they want to. I also, visit them in between guided reading groups or conferences and remind them that they can write their thoughts and ideas in their reader's notebook, then continue reading. I have also had one sit near the guided reading table while I am with a group. I do check their book boxes to make sure there are books at their independent and instructional level so they can be reading. The students change books in their book boxes about once a week (or every other week if they have 2-3 chapter books). After guided reading, those books go into their book boxes too. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer ----- Original Message ----- From: elisa kifer<mailto:[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group<mailto:mosaic@literacyworkshop.org> Sent: Sunday, September 21, 2008 7:12 AM Subject: Re: [MOSAIC] conferring with students
I know that in several workshops, I have heard that you "drop-in" on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, <[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>> wrote: > I'd like to hear from middle school teachers. > > When you confer with students, either individually or in small groups, how > do you get the rest of the class to continue working? > > It seems to me that as soon as I start to talk with another student, > everyone else thinks, "She's not paying attention to me. I can talk to my > friend now." Or they think, "She's not paying attention to me, and I WANT > her to!" > Thanks! > Jan > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org> > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. > > -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org> To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org<http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. Search the MOSAIC archives at http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
