This week, one of my objectives was ASK MORE OPEN REFERENTIAL QUESTIONS---even with kindergartners!  And I've succeeded- to some extent. By beginning class with "talk time", something that a few of my kiddos still find intimidating, I've managed to allow them to discuss topics of interest dear to their six- and seven-year-old souls while still directing them toward productivity. Usually, one of the students will set the bar and tone by wanting to tell me something about his/her weekend or activities from the previous day or class period. We direct the rest of class' attention to the idea and allow raised-hand discussion on the topic. Sure, rabbit trails are often followed, and I do little error correction, but all of the students have now participated at least once in sharing information and I can see an increase in the confidence level and eagerness to talk from one or two more quiet class members.

"C", the quiet student I mentioned last week in ICC reading questions, had a bit of a meltdown yesterday  when she didn't want to participate in a rotating speaking exercise, but she responded well toward clearly stated expectations for interaction and being allowed to take time to gather her confidence before joining the game. Letting go of time deadlines when it relates to individuals' speaking participation may be something I need to do more often. It begs thought...