Responding to Schoenbach (Chapters 3-4)

The framework taught me a great deal about myself. I've come to accept that my view of student learning was slightly flawed. I assumed that through lecture and note-taking, students would learn everything they need to know. The idea that the professor would ask for my ideas seemed preposterous. How would I, a graduate student with barely any knowledge, have anything useful to contribute to class? I don't think my perception of learning is completely wrong but it just won't work for everybody. Additionally, I'm not arguing that lectures are the only way to teach. I just think a good balance between student-led learning and teacher-based lessons would keep things interesting. 

Out of the four dimensions in the Reading Apprenticeship framework, I've probably given the least amount of thought to the social aspect. I've always considered a "good" classroom to be one where the professor lectures and students pay attention and take notes. So I was rather surprised at the amount of collaborative small group work that was often assigned during classes here at SFSU. I've always hated talking in class. Even as a graduate student, I have to admit that I'm worried about ask "stupid" questions or sounding incompetent. My second surprise was how much information I was gaining from the activities. Despite the fact that I had been doing much of the talking with my group members, I had learned

I liked that Schoenbach provided specific activities to consider in order to encourage some connections between students. I don't know if it's true, but I feel like some teachers assume by students will be able to form some type of connection with each other simply by being in the same group. The classroom Bingo activity sounded fun but I don't think it will be as successful in a college setting. I think students might feel forced to participate and will only follow through for appearances, but I could be wrong.  

Since I've started the program, the idea of my ideal classroom has slowly changed; now I am constantly thinking about how I could get students participate and actually care about the material. Still, I think a teacher based lecture has its benefits when used properly. I think in some ways, it takes the pressure off of students. I see it as being read to; students just have to listen to the material and take note of any questions or curiosities. Then the teacher would open up the floor for discussion. In this manner, I think lectures can be equally engaging.