I do. We do. You do.

              I interviewed an 8th grade student who acknowledges and appreciates the large usage of graphic organizers because it enables her to quickly remember the material in English. The reason being is the graphic organizers are visuals that highlight only the information that is useful oppose to including irrelevant information. She also points out the teachers effective usage of “I do. We do. You do.” She admits how she likes the teacher being more interactive in the learning process and not just the teaching procedures. “We get to see how the teacher really knows her stuff when she is able to show us how to do the work and answer the questions we have as we complete the assignments.” This way of teaching enables the teacher to engage in classroom management which means her classmates don’t have the same chance to “act up.” Her advice to begining teachers that will help students to remember information better is constant review. “Even if we seem like we know the stuff already, my teacher goes over it again and as a new teacher you won’t know to keep going over it.” She emphasized teachers especially new ones think test grades are measuring sticks for what students remember, “but they’re not.”

                In comparing, her response to a teacher’s last week, I noticed the same  response. The teacher admits, she thinks it has a lot to do with the content enhancement training that is a direct result to the changes in the education system due to the introduction of common core and the modules. Not only does she enjoy completing the anchoring tableand the other organizers to help students semantic memory but her students as well. The students are engaged and participate. The teacher finds students have less challenges when asked to recall the material anywhere from 1 1/2 weeks to 2 weeks.