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Chapter 4 ~ Agency and Becoming Strategic
Transcript of Chapter 4 ~ Agency and Becoming Strategic
some version of,
"Yes, I imagine I can do this."
And a teacher must
also view the
present child as competent
and on that basis
imagine new possibilities. Bandura 1996; Bruner 1994; Harre Skinner,
Zimmer-Gembeck and Connell 1998 Dyson 1999, pp. 396-397 Teachers Conversations with children
help build bridges between
actions and consequences. Chapter 4 The heart of a good narrative is a
character who encounters a problem
and by acting strategically,
solves it, usually attaining a goal. Sense of agency . . . Children should leave
school with a sense
that if they act,
and act strategically,
they can accomplish their goals. The spark of agency is . . .
simply the perception
the environment is
responsive to our actions,
and many researchers
argue agency is
a fundamental human desire. How did you figure that out? Asking children to explain their
thought process shows
they are in control of the
problem solving process
and are consciously
recognizing control. Revealing . . . Revealing is more difficult
than retelling because it
takes into account the
child's understanding. being able to recall or figure something out
independently without full awareness. This question allows children to know it is okay to face problems,
because everyone will. Everyone does. What problems did you come across today? Planning gives children choice over their use of time.
Planning means organizing.
Being organized is the most strategic. How are you
planning to go about this? How are you Where are you
going with this piece of writing? This question helps show there is
a goal and possibly a plan.
The question opens the space to
imagine such possibility for the piece,
and the longer term the possibility
of acting in that way. Which part are you sure about and
which part are you not sure about? This question makes the
problem more focused...
redirects attention to the successful part
of the students' efforts and then focuses
problem solving on the unsolved part. You really have me interested... This statement draws the student's attention specifically
to what has gone well through its effect on the
audience, showing agency to the authorship. This gets around the need for praise which builds
dependencies, and allows for the writer to
understand whether efforts were successful. Choice is central to agency. Making a choice requires one act~
preferably to deliberate and act.
The "choice" aspect leads to a
productive nature of the
choosing process. Why? Why questions get to the bottom
of how things work and
finding the limits of others. Why questions develop children's
persuasion and argumentation
abilities and logical thinking. Why questions help them own it!! Why . . .
would an author do something like that? 1. The belief the environment can be affected.
2. The belief one has what it takes to affect it.
3. The understanding that that is what literacy is about, Imagining why an author made a
particular choice opens the possibilities
of doing things differently. Three parts teachers follow to try to
maximize children's feelings of agency: In school . . .
it is our job to help expand the possible agentive narrative lines available
for children to pick up. Students with strong belief in their own agency
work harder, focus their attention better,
are more interested in their studies
and are less likely to give up
when they encounter difficulties. these children plan well,
choose challenging tasks,
and set higher goals.
when they face difficulties. Feeling competent . . .