Chalk Talk- ch. 3

Conley suggests that teachers use "motivation and self-directed learning, which includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduation." (p. 76, #3)

I believe that Conley was suggesting that teachers motivate their students and instill in them the desire to learn. If students have no desire to learn, they will not learn much outside of the classroom. The students may succeed in school, but will they succeed in life? It is similar to the proverb that says you can "give a man a fish, feed him for a day. But if you teach that man to fish, you'll feed him for life." If we teach our students enough to get them through the school year, they will succeed- for one year. But if we teach them how to be effective learners and give them the motivation to learn, we will help them succeed for the rest of their lives.

If students are motivated, they will be more likely to remember what they learn and it will be more meaningful to them. Teachers should relate lessons to their students' lives, as well as connect it to their prior knowledge. Teachers should also try to create interesting and engaging lessons and activities that will not only motivate the students to learn more, but also give them a deeper understanding of the content at hand.

Also, students do not always enter a classroom with the skills necessary to be great learners. Sometimes, teachers have to teach their students how to learn before they can teach them what to learn. Skills such as classifying, note-taking, summarizing, and self-reflection should be taught and practiced in the classroom.

Conley Chapter 3

Chapter 3 informs us that No Child Left Behind requires teachers to be held accountable for every student in their classrooms- by being tested on specific standards. How can teachers avoid teaching to the test when they are faced with mandated assessments such as these? It seems that the assessment creates a strict schedule for the teacher that can not be veered from, even when students are very curious or interested in a topic that is not included in the assessment. This seems to stifle the learning process and does not encourage much inquiry and exploration.

This chapter also has a lot of information about using textbooks in the classroom, and choosing a textbook that is the most appropriate for your students. I understand that teachers need to use the textbook and create their own personalized instruction connecting with the text, but in my experience, there are very few textbooks that can be considered interesting to young students. Do students have to read directly from the textbook? I have a hard time paying attention to textbook information, so I know my students will. How can I use the textbook, but still focus on students' interests (and not put them to sleep)?


When teachers use literacy (specifically writing) in their content areas, students seem to focus more on the structure and grammar than the content. How can we avoid this? Correct grammar and spelling are very important for students to communicate effectively in the world as professionals- but should grammar and spelling be included in the criteria of a math, social studies, or science assignment? Shouldn't the focus be placed on the specific content of the assignment?

"Big Ideas" remind me of the themes/goals/etc. of the thematic units we did for Mrs. Beavers last semester. They provided connections by linking all of the subject areas together and focusing on one main idea. I think the thematic units are great- but very time consuming. It is sometimes difficult to connect something from math with something from history or science, etc.