CCSS for speaking and listening (Blog Post #3)

The CCSS for speaking and listening seemed very much like what students in college do. As the grades went on, either new information/standards were introduced or some were just re-phrased. From my understanding of the information, it is very necessary for students to read something outside of class, take time to think, reflect, and possibly write about what they believe the article is expressing or try to form some sort of idea related to the text that they can discuss in class. These discussions seem to start basic, and increase in what is expected as the students age increases. Now, naturally this will take place, but perhaps the teacher has a set of questions to fall back on, so that if the students don't know what to talk about, the teacher can start the discussion and allow the students too take it from there. I was actually very pleased reading these standards, because I learn best talking in a classroom. However, I believe there is better ways than others to meet those standards. I do not think students should be forced to speak out, perhaps time is given for the students or small groups to have a discussion amongst themselves before their ideas are brought forth to the rest of the class. It is important to create a kind, open, understanding environment where the students feel as though they can share and aren't being forced too. It seems like the CCSS did a very good job defining what is expected of the students, as well defining the goals for each age group/grade. My only question would be, how is this a measurable standard? It seems more of a skill than something you could determine if a student has met by having them write an essay or take a multiple choice test.

I also enjoyed reading the NES practice test book about the speaking/listening section. I believe the fact it draws the readers attention to making the listening environment fun for the students very important. It also gives good examples of different mediums and genres of texts that can be used to make all of the students listening experience more enjoyable. Another key factor in discussions is actively listening, and that was pointed out very well in the book. It is important that students listen to what their peers are saying and trying to communicate so that all students feel heard, and because it can make transitions to the next discussion a lot easier. I was also glad to read that the NES prep. book talked about letting students talk in smaller groups before a large group discussions, for many reasons, including to help benefit the students who may be more shy. As I pointed out in the CCSS response, it can be overwhelming for some students to speak out before getting the chance to organize their thoughts with the people around them. To end my paragraphs regarding the reading, I feel as though it is important to mention posture, volume, eye contact...etc. I can say that even after three years of teaching pre-k it is very hard sometimes, especially after a break, to come to work and not get a little anxious about reading or speaking in front of a group. The best thing I could tell a future teacher, and something that I have to remind myself of is, don't be so hard on yourself. Be calm, take deep breaths, be thoughtful, and you'll do great. The times that I have felt tripped-up is when I let speed or anxiety get the best of me. It is important to understand eye-contact, movement, and volume, as the books discusses, but that will come with practice. The most important part about being in a classroom  as a teacher is not letting your nerves get the best of you.