Reading- Halliday math register
Stop 1:
What matters most to a child is how much talking goes on
around him, and how much he is allowed and
encouraged to join in. There is a strong evidence that the more adults
talk to a child and listen to him and answer his questions, the more quickly
and effectively he is able to learn. (Halliday,1978, pg. 201)
I stopped at this quote because it resonated deeply with my professional and personal experiences. As a parent, I can relate this to my daughter’s journey of language development. When we were in Qatar, my daughter didn’t get many opportunities to interact with many people, which significantly impacted her language development. But when we moved to India, she started talking, and as she got the opportunity to be in touch with a lot of people daily. This change has affected her language skills, allowing her to communicate much more effectively and with much more confidence.
As a teacher, I have observed the same in my classroom When students participate in discussions, even if their responses are wrong, it fosters their ability to develop language skills. Giving children an open space to
express their thoughts and ideas will encourage them to discover, learn, and develop their language skills. As this quote suggests, it is clear that the development of a child, be it at home or in an academic setting, happens through conversations.
Stop 2:
I found this quote very interesting and can relate it to my teaching experience. The truth is informal conversations about a certain concept, whereby students come to understand it through shared experiences in the classroom. The more students engage with mathematical concepts using everyday, real-life situations instead of formal definitions, the greater interest they show. When teaching them fractions, I usually bring up sharing fairly with friends to introduce the topic. This simple, informal conversation allows students to visualize and understand the concept of fractions in a meaningful way. Moreover, when I teach word problems, some children are not able to understand the mathematical operations, I introduce this by framing the word problem as a real-life scenario which is more convenient for the students. This kind of informal discussion really creates a learning environment where students feel encouraged to connect mathematical concepts to their own lives, which subsequently makes the concepts more natural and interesting to them.
The more informal talk goes on between teacher and learner around the concept, relating to it obliquely through all the modes of learning that are available in the context, the more help the learner is getting in mastering it. (Halliday,1978, pg. 202)
I found this quote very interesting and can relate it to my teaching experience. The truth is informal conversations about a certain concept, whereby students come to understand it through shared experiences in the classroom. The more students engage with mathematical concepts using everyday, real-life situations instead of formal definitions, the greater interest they show. When teaching them fractions, I usually bring up sharing fairly with friends to introduce the topic. This simple, informal conversation allows students to visualize and understand the concept of fractions in a meaningful way. Moreover, when I teach word problems, some children are not able to understand the mathematical operations, I introduce this by framing the word problem as a real-life scenario which is more convenient for the students. This kind of informal discussion really creates a learning environment where students feel encouraged to connect mathematical concepts to their own lives, which subsequently makes the concepts more natural and interesting to them.
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ReplyDeleteHi Rosmy, I really enjoyed reading your reflection and how you were able to form such a personal connection with your own daughter. It's so fascinating that when students and children are given the opportunity to socialize, their development, curiosity, and learning can thrive. What are some ways do you think that teachers and yourself can give students that safe space to start discussions and conversations?
ReplyDeleteFor your second stop, I think some of our other classmates like Amy have also chosen this quote! I love that you choose to reframe world problems into real-life scenarios that are more accessible to students to that they are more engaged and connected with the mathematical concepts. I am curious though, if you are able to reframe word problems that involve more abstract/higher level algebraic concepts, such as trigonometry (sine law, cosine law) or polynomials (factoring) for example? If so, please share, I personally find it difficult to extend these types of concepts into accessible, relatable conversations with my students as I personally don't often see those connections to real-life! Maybe we can look for some resources online for teachers that have already explored these types of connections together! :) Thank you again for your contributions!
Hi Anna, Thank you for your comment. These are the strategies that I have implemented during my teaching years to create a safe space for discussions and conversations with students.
ReplyDeleteBuild Rapport with Students
-Learn about their interests, hobbies, and experiences to connect with them personally.
Make Students Feel Comfortable and Confident
-Maintain a welcoming tone and use positive reinforcement to validate their efforts and contributions.
Facilitate Open-Discussion Activities
-Use "circle time" or "sharing sessions" where students can speak without interruptions.
Encourage Peer-to-Peer Support
-Pair students in collaborative tasks to promote teamwork and mutual understanding.
I will definitely look into those concepts and find ways to relate them to real life situations. Once again thank you so much for your comment which inspired me to think more deeply.