Today a kid had a head down. Red flag. I was either going too fast, or going too wide into new vocabulary that was not part of my lesson’s objective, or maybe both. I was also possibly not checking for meaning often enough. And I probably wasn’t putting enough air between chunks of sound.
So, if I see a head down, I want to learn how to right there on the spot internally go over this list:
– too fast?
– too wide?
– not checking for meaning (with ten finger check or whatever)?
– not enough air between sound chunks?
Was this kid making a mistake? Was the kid lazy? Was the kid at fault in any way? I don’t know, I can’t talk for the kid. But I can own my part in it.
(By the way, the kid picked her head up and got back in when I slowed down).