TITLE

Who's Afraid of the Big "Bad Answer"?

AUTHOR(S)

Aukerman, Maren

PUB. DATE

October 2006

SOURCE

Educational Leadership;Oct2006, Vol. 64 Issue 2, p37

SOURCE TYPE

Periodical

DOC. TYPE

Article

ABSTRACT

In this article, the author argues that in order to get students to think for themselves as they read, teachers have to stop thinking for them. She presents a scenario from a fifth grade classroom discussion to illustrate the principles of shared evaluation pedagogy, asserting that taking students' ideas seriously, even when those ideas seem tangential, unsupported, or incomprehensible, is at the heart of the method. The distinction is made that there is more to this pedagogy than a respectful, nonevaluative stance toward student ideas, that it is equally important to be a curious teacher. She encourages teachers by suggesting that when they listen most closely to what at first seems "wrong," they may find that their reading discussions turn out right.

ACCESSION #

22711492

Tags: READING comprehension;  CRITICAL thinking in children;  EDUCATION;  CLASSROOM environment;  CLASSROOM management;  READING (Elementary);  LANGUAGE arts (Elementary);  ELEMENTARY school teachers;  TEACHING methods

 

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