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We Lost Our Way – 1
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4 thoughts on “We Lost Our Way – 1”
I have no problems of letting go of “staying in bounds”. I did for awhile my first year. Now with targetless, I trying to still hang on to two or three new terms but I easily let go of it when the engagement is high.
Steve said:
…I have no problems of letting go of “staying in bounds”….
We probably should decide what we mean by that term. In my view, it is really limiting language into the discussion that I know they don’t understand. Blaine is the best at this. It is a kind of internal awareness of knowing what each class knows and not stretching the discussion out beyond that. It is a constant meditation and self awareness in that sense. Then, if something comes into the discussion that I really want in there, that needs to be there, that demands to be there, then in it goes, while I get reps on the new emergent structure. I certainly didn’t mean to imply that we should say anything to them that is not perfectly understandable unless it is something necessary that we allow to merge into the class. This is such a grey area, because we can’t possibly stay in bounds all the time, and there are so many “little words” that we let in, as per Krashen. Staying in bounds is so complex and so are the other skills that if I were a new teacher I would just glom onto the idea of making myself understood with a loving heart and not worry so much about the skills. We really have made it more complicated that it is.
Staying in bounds is kinda vague. Also “reps” is vague to me. Of course I overthink stuff all the time. I really like your term “riffing”. You stay in bounds but keep talking about the general dialogues with questions and statements that engage kids rather than doing it for the purpose of repeating. Meaning over form. Communication over repetitions.
Steve said:
…I really like your term “riffing”. You stay in bounds but keep talking about the general dialogues with questions and statements that engage kids rather than doing it for the purpose of repeating….
This pretty much sums up the craft of questioning. Riffing but staying in bounds in order to place
…meaning over form [and] communication over repetitions….