What is the teacher’s role during exploratory talk?
Should you correct misconceptions during exploratory talk?
Your role now has shifted slightly. You now need to take the time to carefully plan questions that build on and craft the discussion you want to take place. (More on this tomorrow!)
During this type of talk it is essential that the children do not get overshadowed by you. By this I mean that if a misconception is discussed and not sorted it would be easy add the teacher to step in and put this right. However in doing this you potentially invalidate the talk taking place between the children and are essentially saying that teacher talk is more important than child led talk.
Rather than chance this happening you could take note of the misconception and address this during a plenary asking what others think of the point that was made. Try to facilitate the talk so that the children reach the right conclusion without invalidating the talk that had occurred.
We have a puppy who is 5 months old. He is very sweet but does have his moments! I asked the trainer a couple of weeks back how to get him to stay off the sofa… her response – you don’t need to if you reward for him going to his bed. The dog will want to please you – he wants to be rewarded.
This is a similar scenario with children – reward and praise for the behaviours you do want rather than chastise the behaviours you don’t want all the time.
Easier said than done I know! However it really does work and you’ll all be much calmer! When did you last praise your child for something done well? When did you last scold them for negative bahaviour? I’ll bet I know which one we all remember!
Talking topics are great and can provide good discussions with your children. They can give you insight as to what they think and believe, they can be used as a tool to develop your relationship and find common ground.
You can search ‘thunk’ on google and find a whole host of talking ideas or ‘thunks’. Here’s one to try..
My son was writing at home and I noticed he had spelt some words incorrectly that I knew he knew how to spell. I asked him why he had spelt these incorrectly and he replied, ‘I don’t have to spell them right all the time!’
I threw the question back at him, ‘Why would you choose to spell incorrectly when you know the correct way?’
With longer words that are multisyllabic it is always a good idea to say each syllable to yourself to break the word down. This means that you have a better chance of spelling the word correctly and also you will spot any prefixes or suffixes within the word. Noticing how the word is made up will help when spelling.
A great idea for a spelling bank would be to group the words by topic e.g if you are writing a description about a character have a word bank for this. In doing this new vocabulary can be introduced which means you can tackle how the words are spelt and also group them for a specific purpose.
Give it a try! Check out the image below which gives a couple of ideas and things to consider to help with spelling.
Here’s another game linking to the framework. This time linking to the social and emotional stand:
The 1 – 20 game Sit the pupils in a large circle. Add a group count from 1 – 20. You are not allowed to count in order, taking turns to say a number. Instead you must shout out a number. You should start by saying 1, the next pupil jumps in saying 2 and so on.
To be successful you must read the room, use eye contact to establish when the right time to speak is.
Other experiences and settings for learning especially outdoor experiences are so important for our children. We’re very lucky living in Devon we have both the moors and the sea on our doorstep. It always amazes me how many children I come across that have never been to the beach and never built a sandcastle! At Wembury beach we have the Marine Centre which everyone can access. They do a variety of different activities across the year including rockpooling!