Children are recommended to determine the authority and expertise assigned by teachers in the classroom. When a teacher is the only person in the room with knowledge, there is a bottleneck. We will see a group of kids coming to the teacher’s desk, waiting for approval, correction or resolution of the problem. It’s not just a waste of time. It limits student independence and agency.
“What should we do as scientists?”
To answer this question, at least temporary children must imagine themselves trapped in this identity and may choose to maintain the possibility of wearing the mantle. Again, note that the claim of how to provide (already agreed) rather than new information is the claim of a scientist (“as a scientist”) (“as a scientist”), thus making it less open.
Of course, just the identity tag will not do everything you need. We need to build an understanding of what scientists (or mathematicians or authors) do, their speeches and behaviors. In a classroom, the teacher calls himself a “senior researcher” and sometimes a child called “researcher Tom” and begins to reiterate “we are researchers, let’s do the research.” When the children argued that the teacher’s role was to tell the children the answer, the answer was: “This is a characteristic of researchers who try to answer questions themselves.” The response encouraged the collective identity of things that “people like us” do. It also denies the framework proposed by the children: “We are traditional students, you are traditional teachers, we are going to school.” In fact, it replied, “I’m sorry, but you must be in the wrong theater. I don’t know those actors or that plot. This is the development of this script.” It asserted, “When I say us in these conversations from now on, that’s the person I refer to.”
Important achievements of researchers such as the researchers’ community, such as education, are also tools to shape children’s classroom participation. These identities provide students with their sense of responsibility and reasonable ways of acting, especially each other and the subjects of study. What is implicit in these identities is the concept of community, because identities are related to both uniqueness and affiliation. Well, in a classroom like this, the teacher is not only trying to teach the subject. Instead, as Ed Elbers and Leen Streetland said mathematically, they are “mathematicalization: turning everyday problems into mathematical problems and using the mathematics that evolved from these activities to solve real problems”. Learning science, writing, mathematics, and more in this way breaks the division between school and the “real world”, a department that limits the importance and impact of children’s learning.
“What are you doing as a writer today?”
This query has multiple functions. First, it forms what the student will do in terms of the work of the writer and invites conversations about these terms rather than in the students who do the tasks for the teacher. Second, again, by “giving” the following assertion: they did not discuss it. Students must say such[As a writer] I’m working on the tiger that is making this book. ”
The dialogue opener insists on a commitment to a specific character (I, a writer) and engages in a specific narrative (being an author). The student pushed gently and gently – well, well, being pushed – rehearsed the narrative with himself as a writer/protagonist, opening up the possibility of the teacher elaborating the story with details and plot suggestions.
“I wonder if you are ready as a writer…”
This immediately requires children to think about learning in development or maturity and invites people to desire to be seen as expanding maturity. It relies heavily on students, seeing itself as a writer and challenging gloves. If she did pick up her gloves and overcome the challenge, it would be hard for her to avoid writing a narrative about self-authorized people in the teacher’s words. Overcoming obstacles in this way provides an attractive invitation to adopt identity. If the teacher asks her how to do this, she will re-state the story with herself becoming the protagonist of success.
“I bet you’re proud of yourself.”
It feels good to be proud of something. Pride builds internal motivation. But pride is a tricky emotion that attracts attention, because it comes in two forms: real and rich fanaticism. Pride is the big pride on the chest that we often see in sports encounters. It has a side below. It is often associated with aggressiveness, hostility and social anxiety. People with affluent pride tend to be more interested in letting go, gaining superiority and dominating others than providing support. True pride is associated with being creative, community-oriented, pleasing, prosocial stance and good self-esteem. Not surprisingly, it is often accompanied by a certain level of popularity. So if we are to get attention, we have to make sure that this is the right sense of pride – to strategically overcome obstacles to achieve challenging obstacles, community-oriented prosocial behaviors or solve problems.
We avoid comments or situations that create rich pride that invites pride through interpersonal comparisons and zero-sum self-worth, or simply through achievement itself regardless of struggle. Instead, we focus our invitation to pride on the process of completing the positive process. So if we are to evoke pride, we might add, “I bet you are proud of yourself [for not giving up on that project] or [for helping your partner solve that problem]. “The idea is to build victory about problems, adversity or one’s own limitations, not victory, not others. [valued process, strategy, struggle…],” he asserts independence and a proxy narrative. At the same time, this does not undermine the teacher’s sense of pride in his sympathy for his child.
We want children to participate in the process and the agents they provide and we want children to establish a positive identity and recognize their agents in the building.
