Editing User:Benjamin Mako Hill/Assessment
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# In classes where I was excited about the topic, I tried to be mindful of how much I spoke when I realized others had interesting things to say but were not as quick to speak. We are often uncomfortable with a little silence, including teachers, and speak to fill the void. However, teaching and facilitation guides recommend that we be open to such spaces: take a couple of breaths, or even say “take two minutes to think about this.” So I began a practice of pacing myself, limiting myself to three really good responses in class, and then make sure others have had time before jumping in — if at all — to contribute. | # In classes where I was excited about the topic, I tried to be mindful of how much I spoke when I realized others had interesting things to say but were not as quick to speak. We are often uncomfortable with a little silence, including teachers, and speak to fill the void. However, teaching and facilitation guides recommend that we be open to such spaces: take a couple of breaths, or even say “take two minutes to think about this.” So I began a practice of pacing myself, limiting myself to three really good responses in class, and then make sure others have had time before jumping in — if at all — to contribute. | ||
# In classes where I was less motivated, I found that if I could still usually come up with one good comment or question that nobody else raised. In | # In classes where I was less motivated, I found that if I could still usually come up with one good comment or question that nobody else raised. In thi way, I could still make a contribution to class — and lessen my chance of being cold called. | ||
Joseph calls these two techniques the ''rule of three and one for balanced discussion''. | Joseph calls these two techniques the ''rule of three and one for balanced discussion''. |