Hayley

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What do you do already to create identity? How will reading Chapter 3 change or inform what you do or will do?

Acknowledging students as writers, or scientists allows students to view themselves through a new lens. Sometimes they say, "We're not scientists!" But helping them to realize they are, empowers them. One of the main points that I'm taking away from Chapter 3 and the rest of the book right now is putting more responsibility on the students to feel proud of themselves, to see themselves in a different way, and to take control of their own learning through carefully chosen language from instructors. This chapter provides me with a reference to say something in a more meaningful and often times, pleasant way to get the same idea across.

Remark on a comment that you found interesting in Chapter 2: I found many interesting points Johnston brought up in chapter 2, but I'll comment on two:) The first, was on page 16, where a teacher asks students, "What went well?" or "How did it go?" This provides a reflective aspect on student learning in a non-threatening "team-work" sort of manner. Students are able to think of behaviors AND make possible plans to modify behaviors and change next time. This reminds me of the Daily Five, where "the sisters" have these sort of discussions with students about various literacy components, such as reading to yourself. After a "trial" of reading to yourself, teachers ask students,"How did it go?" I like this sort of group meeting, collaboration, and being almost an equal to a student, no better or worse, just there to assist them in being better the next time.

The second point that I'm taking away is merely asking students to notice aspects of texts. Just an open-ended, "What did you notice?" really is a great open-ended prompt (built-in differentiation!). I like that Johnston states, "no learner can be dependent on the teacher for everything that needs to be noticed," (17). Students need this self-efficacy or as he puts it "agency." Holding students accountable and accepting their comments and thoughts (right, wrong, imbetween) is essential for teachers.