My three year old daughter LOVES to draw. I am constantly telling her how good she is at drawing, coloring, painting, etc. She loves to draw the same things again and again such as flowers, a sun, butterflies, etc. This week with Johnston nudging me in my ear... I started to tell her how hard she works on her drawings. She drew a dragon and I told her I noticed how she tried something new. I commented on what she did specifically in her drawings and what effect that had on her pictures. I don't have this down ...yet!
This was an important chapter on the reminders of process vs person oriented praise. I think I give process oriented feedback often BUT I love to praise, praise, praise to keep kids confidence and motivation high and I know that at times my praise is person oriented. "You're so good at...I'm proud of you...., etc"
My big takeaway here is to keep my feedback process oriented and to focus on the effort, perseverance, strategies kids are showing and trying. Their effort and the strategies they take risks to try matter, and I must show the value of these through my language. In turn their language with each other will mirror my own.
I need to continue to use language that shows the consequences of process or effort. I need to notice small shifts students are taking as readers, writers, or mathematicians. "[You did this] and if you [tried this], then [it would have this effect]" These are the comments that hold power to make an impact on students climbing towards goals.
The big take take away.... I can give feedback where kids leave feeling positive without giving constant praise.
This chapter defined a lot of my goals for the year. I want to have a group of students who ask lots of questions, think critically about topics and have dialogue with each other. I want students to focus on meaning making in book discussions and to listen intently to one another. Last year we really stopped to take notice when someone else made us think about something in a new way, whether we disagreed or agreed was not important, it was the fact that the person sharing made us think in a new way, which in turn stretched our own understanding.
I like the point of how disagreeing can help us learn. Johnston reminds us that interesting discussions help us think more deeply. Thinking deeply happens when we listen so carefully to one another. I know modeling how to listen carefully to one another is an important first nine weeks goal. I want to help students understand the value of listening carefully and participating in group discussions to become "critically literate".
I kept thinking about book partnerships, whole class interactive read alouds and book clubs (reading groups). I want to use language to guide students to have these deep conversations with each other.