This anchor chart looks very helpful. Kids need to know how to turn their question around into one that shows determination. And look! https://www.teacherspayteachers.com/FreeDownload/Instead-of-saying-I-dont-know-081929300-1376961657
The anchor chart is a great reminder for students who may stumble or freeze when asked a question. A lot of the time in the classroom when asking questions or verifying what they just learned, I have students turn and talk with their neighbors and have them repeat what they just learned to their neighbor or give the reluctant student an opportunity to hear the answer to the question to verify their own thinking.
I created an anchor chart, and it is displayed in my classroom. I have explained its purpose and hope that students refer to it instead of saying "I don't know." I think that when students say "I don't know" they try to get out of answering a question, but if they refer back to the anchor chart it gives them a chance to find a way to appropriately respond to the question that was asked.
I always give students a chance to turn and talk when they are unsure of an answer. Many times they raise their hand, then say they forgot. I allow time to think and they appreciate it when they can "phone a friend". I put the phrases on the wall as a reminder when they do not know an answer. I hope they can refer to it so they have more productive thinking.
After making and explaining the anchor chart and its purpose, I noticed how much this helps students who normally reply "I don't know" or sit silently for extended periods of time without responding. It is assisting them in responding with a complete sentence. In particular, students so far seem to use the question, "May I ask a friend for help?" the most. They turn and talk quietly to a peer near them in conversational language before responding to the whole class. This helps me notice which academic vocabulary words we need to redefine, review and clarify moving forward. Additionally, it assists me with seeing who understands the concept at hand enough to explain it well to the student and who needs further instruction on it.
I have made the anchor chart and provided each student with a mini-version to have and keep in their WIP folder. Students will now be able to use this to share their answers with the class, instead of being too shy to share their response.
Some of my students stand silently if they don't know the answer. Since they are all able to read, they now read the suggestions on the wall and choose one. Sometimes I remind them to look at the list. I tweaked the poster idea to be smaller, separate sentences so it could fit front and center where I post all the important charts. I think it is also less intimidating verbage because it can be read in chunks. Having the sample sentences is helping my silent students speak more in class.
I was reading with a student and when I asked the student what they thought the authors purpose to the book was, he responded with “I don’t know.” He asked me for some more wait time and I gave him wait time. It took about two minutes for him to think about the question and come up with an answer, but he was able to process the question and respond with a reasonable and thoughtful answer. These were some suggestions I made and he used "May I have some wait time?" I felt that he was more comfortable knowing that I wasn't expecting him to know the answer right away.
While in the general ed classroom, I often refer our students to the anchor charts. This assists them with a more appropriate response than "I don't know." It also helps them to answer using a complete sentence or question.
This anchor chart looks very helpful. Kids need to know how to turn their question around into one that shows determination.
ReplyDeleteAnd look! https://www.teacherspayteachers.com/FreeDownload/Instead-of-saying-I-dont-know-081929300-1376961657
What are your student reactions? Is this working out for them?
DeleteThe anchor chart is a great reminder for students who may stumble or freeze when asked a question. A lot of the time in the classroom when asking questions or verifying what they just learned, I have students turn and talk with their neighbors and have them repeat what they just learned to their neighbor or give the reluctant student an opportunity to hear the answer to the question to verify their own thinking.
ReplyDeleteDo you see this helping your students? What are their reactions?
DeleteI created an anchor chart, and it is displayed in my classroom. I have explained its purpose and hope that students refer to it instead of saying "I don't know." I think that when students say "I don't know" they try to get out of answering a question, but if they refer back to the anchor chart it gives them a chance to find a way to appropriately respond to the question that was asked.
ReplyDeleteHave you found that your students respond well to the anchor chart? What are their reactions?
DeleteMy pre-k students and I came up with 2 ways to say"I do not know". I like the fact that they added the please at the end of each phrase.
ReplyDeleteYou have some very polite students! Are they using other phrases with the help of the chart?
DeleteI always give students a chance to turn and talk when they are unsure of an answer. Many times they raise their hand, then say they forgot. I allow time to think and they appreciate it when they can "phone a friend". I put the phrases on the wall as a reminder when they do not know an answer. I hope they can refer to it so they have more productive thinking.
ReplyDeleteLauren Wendes
Great opportunities for speaking Lauren! How are your students reacting? Are they referring back to the anchor chart?
DeleteAfter making and explaining the anchor chart and its purpose, I noticed how much this helps students who normally reply "I don't know" or sit silently for extended periods of time without responding. It is assisting them in responding with a complete sentence. In particular, students so far seem to use the question, "May I ask a friend for help?" the most. They turn and talk quietly to a peer near them in conversational language before responding to the whole class. This helps me notice which academic vocabulary words we need to redefine, review and clarify moving forward. Additionally, it assists me with seeing who understands the concept at hand enough to explain it well to the student and who needs further instruction on it.
ReplyDeleteSo happy this is working for your students!
DeleteI have made the anchor chart and provided each student with a mini-version to have and keep in their WIP folder. Students will now be able to use this to share their answers with the class, instead of being too shy to share their response.
ReplyDeleteWhat a cool twist! Have your students found it to be useful? How are they reacting?
Delete(make sure to provide your name ;))
Some of my students stand silently if they don't know the answer. Since they are all able to read, they now read the suggestions on the wall and choose one. Sometimes I remind them to look at the list. I tweaked the poster idea to be smaller, separate sentences so it could fit front and center where I post all the important charts. I think it is also less intimidating verbage because it can be read in chunks. Having the sample sentences is helping my silent students speak more in class.
ReplyDeleteHow cool! Love the speaking opportunities. Glad it is working for your class!
DeleteI was reading with a student and when I asked the student what they thought the authors purpose to the book was, he responded with “I don’t know.” He asked me for some more wait time and I gave him wait time. It took about two minutes for him to think about the question and come up with an answer, but he was able to process the question and respond with a reasonable and thoughtful answer. These were some suggestions I made and he used "May I have some wait time?" I felt that he was more comfortable knowing that I wasn't expecting him to know the answer right away.
ReplyDeleteI'm glad its working for your students!
DeleteWhile in the general ed classroom, I often refer our students to the anchor charts. This assists them with a more appropriate response than "I don't know." It also helps them to answer using a complete sentence or question.
ReplyDeleteGlad to hear they are speaking in complete sentences! What were some of their reactions or often used sentences instead of IDK?
DeleteI offered different options for them to communicate to me if they were having trouble with something instead of them saying I CANT.
ReplyDeleteThis is an awesome twist! Do you find this helping your students? What are they reactions?
Delete"I need some more help." "Can I ask a friend?"
ReplyDelete