|After having the students read the title of the article, George asked a series of questions about the father, using the father's picture in the article.|
|As the students listened and followed along, George read the story to his students. "What struck you about this story?" George asked when he'd finished reading.|
The students got the message of the story immediately.... and accurately too. Great comprehension!
|The students really got into this story as George read it to them. |
|Any word the students found difficult or new, they were asked to underline.|
|With the reading done, George asked the students how many words they'd found per paragraph.|
|"Look for the clues in the sentence, for the meaning to the word." George encouraged his students to look for context clues, in the sentences, so that the students themselves defined the new vocabulary words. |
George had a gentile style of asking probing and clarifying questions, so that the students had to dig for the meaning of the new words.
|Throughout the lesson, George checked for understanding through a series of comprehension questions. George is a bit of a master at not giving the students the answer.... rather.... asking those guiding questions that help students arrive at their own answers.|
This is a fantastic way to teach! George is a living example of my motto.... "Whoever talks, learns!"
George asks the questions..... the students talk.
Following my observation of George's lesson, I held a reflective conversation with him. As we talked, the conversation grew to include Aravindan, the English Department Head.
I first had George review with me, his lesson, step-by-step. As we moved into the grit of the lesson, the concern that was raised by George and Aravindan, was the student's writing skills. This is a definately an area where the students could use help.