no mko’s in separated classrooms

[Angela Ellis]

I have a recent example of when I was taught something successfully because I was in my ZPD. In my political science class this term, our professor assigns readings to us before class. During class, we discuss the readings with each other. When I am doing the readings alone, I struggle to understand the topics because they are brand new to me. I have a very slight grasp on what’s being discussed, but I am mostly very confused about what’s important to note and what’s tangential information. However, during class discussions when I hear from my classmates and professors, I am able to see the bigger picture of what I read earlier. This understanding would not have come if I hadn’t first struggled through the readings. However, the readings alone did not make me understand. The combination of the independent reading and group discussions, when I am in my ZDP, allows me to understand.

The 8th-grade algebra classes at Northfield Middle School have been split up by student achievement levels. “High achievers” are in one class while those who need more assistance are put together in a separate class. I have the opportunity to assist in both classes. As a result, the students in each classroom are all about on the same level in their algebra understanding. Thus, they frequently do not refer to each other for help because they generally struggle over the same issues. However, I have noticed an exception to this in the class with students who have been identified as needing more help. Students in this class frequently check their answers with one particular student. This student seems to grasp new material quickly, and he’s eager to help others with their questions.

However, the main form of scaffolding in this class comes from the teacher. She will work out problems on the board to show students examples of how to solve their homework. Also, she will correct students’  homework while they working. This immediate feedback allows students to learn from their mistakes almost instantaneously. This demonstrates Vygotsky’s sociocultural theory of cognitive development because it is evident how critical the teacher’s presence is in the classroom. Her experience and knowledge are important fundamental to the students’ learning.

My main role in the class is to float around the room and answer questions as they arrive. Similar to the teacher’s role I described above, my position allows me to respond immediately to students’ questions. The majority of the work I do is affirm that a student is headed in the correct direction. Common questions I get are, “Is this the right step?” or “Should I do this or this?” Students know what to do, but because the concepts are new, they don’t have the confidence to complete a problem by themselves. Because their confusion gets resolved so quickly, they are able to proceed in their work and reinforce their new knowledge.

 

Similar to last week’s observation, I am again impressed with how many students actively participate in class. When the teacher asks a question, students are eager to raise their hands. I believe this says just as much about the students as it does the teacher. Obviously, the students want to perform well in front of their peers. Additionally, however, the teacher has created an environment where wrong answers are not a source of shame or embarrassment. This is made clear by the fact that students who give a wrong answer continue to raise their hands for the succeeding questions. Also, correct answers are praised, and this, I believe, encourages more students to participate.

Also, I am still getting used to the authority to which the students believe I hold. They have no doubt that I know more than them. They do not hesitate to ask for my help, even if their teacher is available to help them as well. I believe this demonstrates the somewhat blind (for a lack of a better term) trust that American educational systems foster between students and teachers. I remember I was taught to respect and obey my teachers because implicitly, I was told that they have all the answers. While this understanding can help reinforce classroom dynamics of who’s in charge, it can be damaging to older students in advanced classrooms where the teacher may not know all the answers but is unwilling to admit so.

[Kara Sun]

Hi Angela, I enjoyed reading your blog! One part in particular caught my attention because we’ve been talking about Erik Erikson this week. When you talked about the common questions that you get, it’s interesting to me that they seem to be more about checking if students are on the right track than asking a question because they don’t actually understand the material. I’ve been thinking about the Erikson stage of industry vs. inferiority because that’s the stage my students are in, and the questions that students are asking you make me wonder where they’re at with that stage. Because they seem to be concerned with making sure they are on the right track before continuing to work on a problem. I wonder if this actually suggests that they don’t have much confidence in their own ideas/processes, because they need to be told that they’re right throughout the process instead of fully working on a problem before seeing if they got it right. Like it seems like they’re not super confident in their own decision-making/problem-solving. Do you have any thoughts or observations about that? This is just something I’m thinking about and popped into my head when reading your blog – not a judgement of you or the teacher or the students at all! It’s awesome that you’re able to be a helpful MKO in the classroom!

[Author]

Posts