Since children are responsive to their teacher’s reactions, Harrison explains that it is important not to pass judgment too soon and that waiting “before they start correcting and curbing the direction of the discussion allows for greater child interaction and thoughtful reflection.” Bounce – The teacher is assisted by the bounce phases since it prevents the teacher immediately reacting to each of the students’ answers and passes the opportunity to the students to evaluate “whether...
Since children are responsive to their teacher’s reactions, Harrison explains that it is important not to pass judgment too soon and that waiting “before they start correcting and curbing the direction of the discussion allows for greater child interaction and thoughtful reflection.”
Bounce – The teacher is assisted by the bounce phases since it prevents the teacher immediately reacting to each of the students’ answers and passes the opportunity to the students to evaluate “whether the answer is correct, voicing more of the student talk and ideas.” Harrison 2009.
Professor Dylan William supports children’s development of others responses as a positive step away from what he calls initiation, response, evaluation closed questioning, he believes the “Key to the success of both peer and self-assessment is talking about mathematics, as this provides students with ways of thinking about mathematical concepts.”
McGill summarises his article suggesting we ensure teachers take the time to work with pupils to bring out the understanding since this is “far more important than moving onto the next page in the lesson. That’s what learning is about.”
