I'm finding this intriguing, and I'm having a bit of an "aha!" moment, as well.
I can see a few of my fourth grade students in your description, especially one
little boy who takes so long to process information that he makes comments five
minutes later into conversations. He then erroneously paraphrases something
that another child has said. (This is something that mom has noticed, as well.
Poor kid did it at a field trip and flustered the docent!) It makes for some
very awkward moments. Thankfully my students are respectful about saying
negative things to him, but I can see by the looks on their faces that they are
as confused as I by what he has to say.
I'm wondering if he thinks just saying anything about a discussion topic
equals contributing to classroom discussions? Perhaps if we have a mini lesson
on meaningful connections and meaningful responses it might help us in general.
I am really confused by his behavior, but your post is giving me some insights
for approaching this problem in a different way.
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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