After reading Chapter 1, in RIGOR Is Not a Four Letter Word and particpating in Session 1 on Rigor, what are your take-aways? How will you modify and/or change your classroom practice?
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the class was very interesting. i believe that most of the teachers at our school try to use rigor in their lessons. XXXX’s comment was right on target. if dpi believes we are not using rigor in our rooms, please give us concrete examples to use for that particular lesson. my only disagreement with rigor….we have students that cant read, cant spell, cant do simple math. yes, we deal with what we have and try to do our best to include rigor. but we are teaching to the tests and sometimes time is not available when we have to teach the basics.
I feel that the workshop was very beneficial with respect to the goals we are trying to accomplish. A number of our students are low self-esteem and these tools may help us encourage the students to a higher level of motivation.
I think the first session was quite meaningful. It provided me a different perspective of what rigor really is as it relates to instruction. Rigor is another way of thinking out of the box with instructional activities that are creative in order to expand the student’s knowledge of the particular skill(s). Wonderful staff development session!!
This chapter allowed me to view rigor from a different perspective. Rigor can be defined in many ways. It is important that we understand that rigor should not be a difficult task for students, but instructional activities that involve thinking critically and creatively. Rigor can come in many different forms. Just be creative in developing lesson plans!! Great session quite enjoyable.
I really enjoyed the setup for session 1. I especially liked the dialogue between coworkers. I feel as though an outside person visiting our school could easily find students engaged in rigorous work throughout our classrooms. However, I feel as though this is not the case at all times, which I believe is the goal we are trying to reach. I personally need to make sure I have adapted activities that will push my students further then just where they need to end up.
After reading Chapter 1, I had a differnet view about Rigor. What stood out to me the most was Focusing on “What We Can Control” At first I was in the same mind frame as the other mentioned in the text. I see the importance of making the work challening for the student so that the answer does not some easily, but takes just a little bit of effort. What at times I feel that the students do not want to put much effort into their work. As much as I try to encourage them, and how important it is for them to do the assingment they still do not would choose not to put much effort into the assingment. That is something I can control, but it is also something that I can not control.
I am for Rigor! I think it is the key to the success of the students, but student would have to put forth efford to achieve it, even the teachers.
After the first session and reading chapter 1 , that rigor can be using every possible method that might stimulate children’s thinking, then holding each child to his of her fullest potential. It also direct teachers to ways in which content can be rigorous. How to increase rigor in the classroom is a decision that each teacher must make because he/she must take into account the personality of the classroom and the time constraints on each day. It impacts to me on what I can do in my classroom to increase rigor to benefit my students.
After reading the first chapter of the book, I can also say that RIGOR is ….well-organized, interactive and well structured. It changed the way I will instruct my student. And changed my expectation of my students as well.
The session made us reflect on our classroom practice and our expectations of students. And this help to supply us with techniques and strategies to improve instruction.
I find rigor to very refreshing to the the student and to me. It helps me to appreciate the value of teaching students and getting the best out of them. I believe that students should be engaged in higher order thinking skills.
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