Help A Teacher retweeted
The student who raises their hand first isn't always the one who has done the most thinking.
Sometimes the student who needs another thirty seconds has something worth hearing. Sometimes the student who asks a question you weren't expecting opens the door to a better discussion.
m, it's easy to call on the same students, move past an unexpected answer, or rush to the next part of the lesson.
And students notice.
They notice when you give someone time to think instead of jumping in with the answer. They notice when you admit you're unsure about something. They notice whether their ideas lead to a conversation or simply get acknowledged before everyone moves on.
None of this means teachers need to respond perfectly every time. You're managing an entire classroom, working within limited time, and making countless decisions throughout the day.
But small instructional choices can send powerful messages about whose thinking matters.
Sometimes it's as simple as asking, "Can you tell me more about how you got there?"
Or giving students another minute before calling on someone.
Or returning to a student's idea later because you didn't have time to explore it earlier.
Students are learning the content we teach. They're also learning what it feels like to be a learner in our classrooms.
Both deserve our attention.
Sometimes the student who needs another thirty seconds has something worth hearing. Sometimes the student who asks a question you weren't expecting opens the door to a better discussion.
m, it's easy to call on the same students, move past an unexpected answer, or rush to the next part of the lesson.
And students notice.
They notice when you give someone time to think instead of jumping in with the answer. They notice when you admit you're unsure about something. They notice whether their ideas lead to a conversation or simply get acknowledged before everyone moves on.
None of this means teachers need to respond perfectly every time. You're managing an entire classroom, working within limited time, and making countless decisions throughout the day.
But small instructional choices can send powerful messages about whose thinking matters.
Sometimes it's as simple as asking, "Can you tell me more about how you got there?"
Or giving students another minute before calling on someone.
Or returning to a student's idea later because you didn't have time to explore it earlier.
Students are learning the content we teach. They're also learning what it feels like to be a learner in our classrooms.
Both deserve our attention.
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