I like it. I also like the limit on how many one can use though, haha. You have 2 a day (or whatever you choose) so use them wisely! I think it would be useful during independent work time.. if a student has a question about something, found something really cool to share, etc. This would have to be discussed before put into play though. For example, explains we don't have to use a "give me five" if you need to use the restroom! Talking about beneficial "give me fives" for the entire class. This also made me think about some of the previous posts concerning classroom size. I have a few pretty small groups in which most of the time we sit in a group and work through stuff together anyways. So, if there is a question or comment its usually openly discussed with everyone. However, I like this for times when everyone is spread out all around the room. This gives opportunity for a connection during the independent times, gives chance to spark new ideas or create new questions- something another student maybe wouldn't have thought of.
I agree with the limits as well. I've read a little further, but many of these strategies need a good chunk of instruction and practice up front for the students to use them effectively.
What a great way to teach respect in a classroom, to be a leader and teach others, yet for the actual teacher to still have some control in the classroom by placing a limit of how long and how many you can use in a day.
I agree, I think my students could really learn some respect for others by using the high five method. It really would make everyone stop and think about others and their opinions more.
I agree with limits. It would be very easy for an outgoing student to take over by using "Give me 5" all the time. It would also be easy for a student whose mind wanders to use up a big chunk of time by over using this strategy.
Excellent point - to teach respect in the classroom. We expect students to be respectful of each other, but it's hard to teach. This is an excellent way to teach and model that!
I thought it was a neat way to get input from others, ask questions and generally just collaborate with your classmates. I agree there does need to be parameters with it.
As I read your comment Marcy I though about how useful it might be even in a faculty meeting. We get in small groups many times and discuss curriculum or building goals. This would be a great way to collaborate across the different curriculum groups.
It would be interesting to see it used in a faculty meeting or any other adult meeting where break-out groups discuss ideas.....could save time and build rapport.
I think this is a good way for the teacher to know what questions arise as well to not only help the student but to better prepare for next time the teacher does this lesson.
It would definitely save me time from answering the same questions over and over again, plus students are usually wanting a way to display their knowledge to peers, so this is a great outlet for that. They would feel extremely valued.
I had that same thought in regard to saving a teacher from answering the same questions over and over. There have been several times when I've been observing in a classroom and this situation has occurred. Now, when teachers vent to me about it, I'll have a helpful strategy to share ;-)
I really like the give me five strategy. I think it has its place and could be used effectively when it does. I think my 7th graders would love it and would do very well with it. My high school classes in my room are smaller and it might be harder to use. I think it is a great way to collaborate in small groups and open it up to collaboration in bigger groups.
I think the "Give Me Five" strategy can be a wonderful in a big classroom. I think classrooms with smaller students often use the same technique on a bit of an informal basis.
I really think the key is the teaching and role modeling of using it correctly. I like the rules he for subs situations. I think it might be appropriate to have a daily limit. I also like that using the strategy unwisely would result in "loss of privileges" for a length of time.
Modeling this would be absolutely necessary for students to use it correctly. I also thought his comments about redirecting students and when/how to correct mis-use were important.
I love the idea of students using a give me five! This is so helpful if the teacher is engaged with another group or for the students to help each other. I also think the immediate feedback for someone who mocks it is very important so that students know it's not a joke.
Very true! With everything in this book, I've learned that the first thing to change must be within the teacher. For something like this to work, I would have to have a vision for its purpose, set up guidelines, and then train the students in how it would work.
It sounds like a great idea for sharing within the class. I also make the student have some power in the classroom. I can see that guidelines are needed, but it would still be an effective form of classroom management.
Definately guidelines would be needed. I can see some students using the strategy to tell the class information that is totally not necessary or relevant to the lesson.
I liked the idea of limiting it when there are subs and could see establishing some clear boundaries for some of my ADHD students. I have had students that have "squirrel" moments--where something teachers say sends their mind off on a tangent and they disrupt class to talk about that topic. I think teaching them to manage those moments and using their Give Me 5 moments effectively would benefit them.
I like the strategy and can see its usefullness in my classroom. I think it would be good for my students to use during group assignments and projects. It would aid in peer collaboration and hopefully teach respect in the classroom towards other students. However it definately needs to be introduced in steps and with guidelines. I like the use of limiting the amount of times a student can use the strategy and that a student can lose the privilege. It sounds like the author says that the "Give me 5" strategy actually increases productive discussions which leads to an increase in learning. Also it allows the teacher to fulfill other roles in the class besides always answering questions that other students are capable of doing. If it can help control outbursts and interruptions I am definately willing to try it!!
Thanks for the reminder about giving the students an active role in answering questions (not just the teacher). With boundaries, it just may give those students who seek some limelight to be the center of attention in a legitimate way.
If the student "loses" the privilege of using Give me five, how would he get that back? Would it then make that student think that they were powerless in the classroom? My thoughts would be that if this is taken away from a long period of time it will cause lack of engagement.
The example in the book of a student who discovered something and did a "Give Me 5" moment to offer to teach their peers who wanted to learn sounded like a great opportunity for our kids to be seen as a knowledgeable contributors rather than the kids who always "take" from the group. One of the most effective things I did with my students was pre-teaching math units. We would start a couple days before the class on some units, like Pythagorean theorem, so by the time the reg ed teacher was teaching it in class, my students were the experts and could go around the classroom helping the other kids. It gave them so many more opportunities to practice--not only were they doing their own homework, but also helping peers complete theirs. Plus having to verbalize and explain to their peers, as well as find and correct peer errors pushed them to develop higher level skills. If we were able to teach related skills, like how to create graphs and charts in a spreadsheet program, so that when our students were in the reg ed rooms, they would have a skill the other kids may need, it would give them a great opportunity to be the class expert and use their "Give me 5" moments as a confidence booster.
That is an awesome example! For my intervention classes, I often work behind the rate of the regular classroom. By working ahead, your students will understand current classroom material, allowing them to be experts, help their classmates, and be more motivated to pay attention in class. Good stuff!
I have a couple teachers who just sort of ignore the kiddos we work with when they're in the reg ed classroom (They feel they're solely the para's responsibility), and I have another teacher who's flat out told me she doesn't call on certain students because she doesn't think they know anything about what's going on (Awful, huh???). Anyway, all that to say that I love, love, LOVE your idea of the 'Give Me 5' being utilized as a way for the kiddos we work with to be seen as 'knowledgeable contributors' :-)
I think it would be a neat way for students to get everyone’s attention for something really important. I agree with the others that some students might mis-use it. I don’t see a need for it when I work with students, since they are one-on-one or in small groups, but for a large group or class, it would be interesting to try.
I think that this strategy is a great one to use in regular education classes. I would have difficult time using it my class since my classes tend to have 2-3 students in them. However, in a regular education class I can see my students doing two different things. One is not using it correctly by using it for irrelevant subject comments like talking about basketball when they are supposed to be solving a math problem. Second, some of my students would not want to use it at all for fear of failure in front of peers. Even if I pre-teach my students, they will still not make any contribution to the class with questions or comments.
While I don't have a classroom, I like the idea of a structured strategy for students to share their ideas with limits. I could picture one of my personal children wanting to use it when something said in class led him to a great idea that was far off topic.
I really like the idea of giving the kids power over the classroom for a specified amount of time. With training and purpose, this might be a very good thing. I'm not sure my kids would need five minutes though. I think give me two would be a much better technique in my classroom.
I like the idea of the give me 5. It is definitely something that would have to be taught and the correct use would have to be discussed before trying to use it. He does explain in the book that he models it several times and will also stop and explain if a give me 5 if used incorrectly. It is so important to use all of these tools as learning opportunities and it really seems like he does this. Give me 5 is something I would probably have to try and see how my students used it and reacted before I set parameters because I don't want to scare anyone into not using it in the beginning.
My thoughts on the ‘Give me five’ strategy are mixed… Initially, I always think of the kid who’s not going to use this as intended, but instead may try to take advantage of the power/attention it brings. Maybe if some guidelines could be put into place alongside of it in the beginning (Until the ‘new’ wears off), I could see it going a little smoother. But after kids get the hang of it, I think it’d be a great way to facilitate collaboration, improve the efficiency of certain task completion, and promote appropriate social interactions between peers. Regarding utilization in my classroom… Well… I don’t have a classroom, so I can’t think of too many ways that I would use this in my current situation :-)
I like it. I also like the limit on how many one can use though, haha. You have 2 a day (or whatever you choose) so use them wisely!
ReplyDeleteI think it would be useful during independent work time.. if a student has a question about something, found something really cool to share, etc. This would have to be discussed before put into play though. For example, explains we don't have to use a "give me five" if you need to use the restroom! Talking about beneficial "give me fives" for the entire class.
This also made me think about some of the previous posts concerning classroom size. I have a few pretty small groups in which most of the time we sit in a group and work through stuff together anyways. So, if there is a question or comment its usually openly discussed with everyone. However, I like this for times when everyone is spread out all around the room. This gives opportunity for a connection during the independent times, gives chance to spark new ideas or create new questions- something another student maybe wouldn't have thought of.
I agree with using them sparingly. It's important they have a limit or they'd be blowing through them (at least my silly boys would).
DeleteI agree with the limits as well. I've read a little further, but many of these strategies need a good chunk of instruction and practice up front for the students to use them effectively.
DeleteWhat a great way to teach respect in a classroom, to be a leader and teach others, yet for the actual teacher to still have some control in the classroom by placing a limit of how long and how many you can use in a day.
ReplyDeleteI agree, I think my students could really learn some respect for others by using the high five method. It really would make everyone stop and think about others and their opinions more.
DeleteI agree, lets any student have some power and control in the classroom, used correctly.
DeleteI like the limit idea or students could be shouting "give me 5" all the time!!!
DeleteI agree with limits. It would be very easy for an outgoing student to take over by using "Give me 5" all the time. It would also be easy for a student whose mind wanders to use up a big chunk of time by over using this strategy.
DeleteExcellent point - to teach respect in the classroom. We expect students to be respectful of each other, but it's hard to teach. This is an excellent way to teach and model that!
DeleteI thought it was a neat way to get input from others, ask questions and generally just collaborate with your classmates. I agree there does need to be parameters with it.
ReplyDeleteAs I read your comment Marcy I though about how useful it might be even in a faculty meeting. We get in small groups many times and discuss curriculum or building goals. This would be a great way to collaborate across the different curriculum groups.
DeleteIt would be interesting to see it used in a faculty meeting or any other adult meeting where break-out groups discuss ideas.....could save time and build rapport.
DeleteI think this is a good way for the teacher to know what questions arise as well to not only help the student but to better prepare for next time the teacher does this lesson.
DeleteIt would definitely save me time from answering the same questions over and over again, plus students are usually wanting a way to display their knowledge to peers, so this is a great outlet for that. They would feel extremely valued.
DeleteStacy-
DeleteI had that same thought in regard to saving a teacher from answering the same questions over and over. There have been several times when I've been observing in a classroom and this situation has occurred. Now, when teachers vent to me about it, I'll have a helpful strategy to share ;-)
I really like the give me five strategy. I think it has its place and could be used effectively when it does. I think my 7th graders would love it and would do very well with it. My high school classes in my room are smaller and it might be harder to use. I think it is a great way to collaborate in small groups and open it up to collaboration in bigger groups.
ReplyDeleteI agree with you, I think when used well, it could start some great group discussions and bring up points we as teachers may not have thought of.
DeleteI think the "Give Me Five" strategy can be a wonderful in a big classroom. I think classrooms with smaller students often use the same technique on a bit of an informal basis.
ReplyDeleteI really think the key is the teaching and role modeling of using it correctly. I like the rules he for subs situations. I think it might be appropriate to have a daily limit. I also like that using the strategy unwisely would result in "loss of privileges" for a length of time.
I agree with using it correctly. It's so important when you have a sub that the students know how to use it and can show the sun the ropes.
DeleteI agree that it need to be modeled correctly so students know the correct rules.
DeleteModeling this would be absolutely necessary for students to use it correctly. I also thought his comments about redirecting students and when/how to correct mis-use were important.
DeleteI love the idea of students using a give me five! This is so helpful if the teacher is engaged with another group or for the students to help each other. I also think the immediate feedback for someone who mocks it is very important so that students know it's not a joke.
ReplyDeleteVery true! With everything in this book, I've learned that the first thing to change must be within the teacher. For something like this to work, I would have to have a vision for its purpose, set up guidelines, and then train the students in how it would work.
DeleteIt sounds like a great idea for sharing within the class. I also make the student have some power in the classroom. I can see that guidelines are needed, but it would still be an effective form of classroom management.
ReplyDeleteDefinately guidelines would be needed. I can see some students using the strategy to tell the class information that is totally not necessary or relevant to the lesson.
DeleteI liked the idea of limiting it when there are subs and could see establishing some clear boundaries for some of my ADHD students. I have had students that have "squirrel" moments--where something teachers say sends their mind off on a tangent and they disrupt class to talk about that topic. I think teaching them to manage those moments and using their Give Me 5 moments effectively would benefit them.
DeleteThis comment has been removed by the author.
ReplyDeleteI like the strategy and can see its usefullness in my classroom. I think it would be good for my students to use during group assignments and projects. It would aid in peer collaboration and hopefully teach respect in the classroom towards other students.
ReplyDeleteHowever it definately needs to be introduced in steps and with guidelines. I like the use of limiting the amount of times a student can use the strategy and that a student can lose the privilege.
It sounds like the author says that the "Give me 5" strategy actually increases productive discussions which leads to an increase in learning. Also it allows the teacher to fulfill other roles in the class besides always answering questions that other students are capable of doing. If it can help control outbursts and interruptions I am definately willing to try it!!
Thanks for the reminder about giving the students an active role in answering questions (not just the teacher). With boundaries, it just may give those students who seek some limelight to be the center of attention in a legitimate way.
DeleteIf the student "loses" the privilege of using Give me five, how would he get that back? Would it then make that student think that they were powerless in the classroom? My thoughts would be that if this is taken away from a long period of time it will cause lack of engagement.
DeleteThe example in the book of a student who discovered something and did a "Give Me 5" moment to offer to teach their peers who wanted to learn sounded like a great opportunity for our kids to be seen as a knowledgeable contributors rather than the kids who always "take" from the group. One of the most effective things I did with my students was pre-teaching math units. We would start a couple days before the class on some units, like Pythagorean theorem, so by the time the reg ed teacher was teaching it in class, my students were the experts and could go around the classroom helping the other kids. It gave them so many more opportunities to practice--not only were they doing their own homework, but also helping peers complete theirs. Plus having to verbalize and explain to their peers, as well as find and correct peer errors pushed them to develop higher level skills. If we were able to teach related skills, like how to create graphs and charts in a spreadsheet program, so that when our students were in the reg ed rooms, they would have a skill the other kids may need, it would give them a great opportunity to be the class expert and use their "Give me 5" moments as a confidence booster.
ReplyDeleteThat is an awesome example! For my intervention classes, I often work behind the rate of the regular classroom. By working ahead, your students will understand current classroom material, allowing them to be experts, help their classmates, and be more motivated to pay attention in class. Good stuff!
DeleteHeather-
DeleteI have a couple teachers who just sort of ignore the kiddos we work with when they're in the reg ed classroom (They feel they're solely the para's responsibility), and I have another teacher who's flat out told me she doesn't call on certain students because she doesn't think they know anything about what's going on (Awful, huh???). Anyway, all that to say that I love, love, LOVE your idea of the 'Give Me 5' being utilized as a way for the kiddos we work with to be seen as 'knowledgeable contributors' :-)
I think it would be a neat way for students to get everyone’s attention for something really important. I agree with the others that some students might mis-use it. I don’t see a need for it when I work with students, since they are one-on-one or in small groups, but for a large group or class, it would be interesting to try.
ReplyDeleteI think that this strategy is a great one to use in regular education classes. I would have difficult time using it my class since my classes tend to have 2-3 students in them. However, in a regular education class I can see my students doing two different things. One is not using it correctly by using it for irrelevant subject comments like talking about basketball when they are supposed to be solving a math problem. Second, some of my students would not want to use it at all for fear of failure in front of peers. Even if I pre-teach my students, they will still not make any contribution to the class with questions or comments.
ReplyDeleteWhile I don't have a classroom, I like the idea of a structured strategy for students to share their ideas with limits. I could picture one of my personal children wanting to use it when something said in class led him to a great idea that was far off topic.
ReplyDeleteI really like the idea of giving the kids power over the classroom for a specified amount of time. With training and purpose, this might be a very good thing. I'm not sure my kids would need five minutes though. I think give me two would be a much better technique in my classroom.
ReplyDeleteI like the idea of the give me 5. It is definitely something that would have to be taught and the correct use would have to be discussed before trying to use it. He does explain in the book that he models it several times and will also stop and explain if a give me 5 if used incorrectly. It is so important to use all of these tools as learning opportunities and it really seems like he does this. Give me 5 is something I would probably have to try and see how my students used it and reacted before I set parameters because I don't want to scare anyone into not using it in the beginning.
ReplyDeleteMy thoughts on the ‘Give me five’ strategy are mixed… Initially, I always think of the kid who’s not going to use this as intended, but instead may try to take advantage of the power/attention it brings. Maybe if some guidelines could be put into place alongside of it in the beginning (Until the ‘new’ wears off), I could see it going a little smoother. But after kids get the hang of it, I think it’d be a great way to facilitate collaboration, improve the efficiency of certain task completion, and promote appropriate social interactions between peers. Regarding utilization in my classroom… Well… I don’t have a classroom, so I can’t think of too many ways that I would use this in my current situation :-)
ReplyDelete