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As I read through all the articles and books, I discovered several ways that I will put theory into practice.
1. I will wait 8-10 seconds for students to answer questions (Johnson, 1999). I know I rush my students too many times.
2. I will word my questions so that they relate to the students’ personal knowledge and experience (Zander, 2004). For
example, I can relate questions to sports for my many athletes and sports enthusiasts such as, How does the body’s immune
system compare to players on a team?
3. Instead of going down the row, using an alphabetical list, or calling on the students that raise their hands to answer
questions all of the time, I will make out cards with the student’s name on them for each class. I will shuffle them
and pull cards out at random to pick who will answer a question (Feldman, 2003).
4. Before giving my students research assignments, I will go through activities that teach them how to ask questions so they
will have a better idea what they are searching for (Tower, 2000).
5. We will have a session at the beginning of school in which the students will be involved in setting rules for class discussions.
I will guide them to listen, respect, and show courtesy for each other (Zander, 2004).
6. I will involve my students in more interpretive questions of the material that we read (Introduction to shared inquiry,
1991).
7. I will ask more higher-level questions to challenge my students to think (Wilen, 2001).
8. I will ask FEWER questions and encourage my students to ask MORE questions.
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