Autophosphorylation and Cross Phosphorylation

Sometimes the teacher will even give the student credit for the rounding up as if the student said what he did not and what she merely wished he’d said, as in, “Right, what Kiley said was that they don’t like each other and have been feuding. Good work, Kiley.” Either way, the teacher has set a low standard for correctness and explicitly told the class that they can be right even when they are not. Just as important, she has crowded out students’ own thinking, doing cognitive work that students could do themselves (e.g., “So, is this a recent thing? A temporary thing? Who can build on Kiley’s answer?”). When answers are almost correct, it’s important to tell students that they’re almost there, that you like what they’ve done so far, that they’re closing in on the right answer, that they’ve done some good work or made a great start. You can repeat a student’s answer back to him so he can listen for what’s missing and further correct-for example, “You said the Capulets and the Montagues didn’t get along.” Or you can wait or prod or encourage or cajole in other ways to tell students what still needs doing, ask who can help get the class all the way there until you get students all the way to a version of right that’s rigorous enough to be college prep: “Kiley, you said the Capulets and the Montagues didn’t get along, Does that really capture their relationship? Does that sound like what they’d say about each other?” In holding out for right, you set the expectation that the questions you ask and their answers truly matter. You show that you believe your students are capable of getting answers as right as students anywhere else. You show the difference between the facile and the scholarly. This faith in the quality of a right answer sends a powerful message to your students that will guide them long after they have left your classroom. Over the years I’ve witnessed teachers struggle defend right answers. In one visit to a fifth-grade classroom, a teacher asked her students to define peninsula. One student raised his hand and offered this definition: “It’s like, where the water indents into the land.” “Right,” his teacher replied, trying to reinforce participation since so few hands had gone up.

Then she added, “Well, except that a peninsula is where land indents into water, which is a little different.” Her reward to the student for his effort was to provide him with misinformation. A peninsula, he heard, is pretty much “where the water indents into the land” but different on some arcane point he need not really recall. Meanwhile, it’s a safe bet that the students with whom he will compete for a seat in college are not learning to conflate bays and peninsulas. A better response might have been, “A bay is what you call it when water indents into land. But a peninsula is a land formation. Who can tell me what a peninsula is?” with the sequence ending with the kind of definition students get when their teachers believe they are going to college: “A peninsula is a formation where land is surrounded on three sides by water. Write that down in your notes, please. A peninsula is a formation where land is surrounded on three sides by water.” Though as teachers we are the defenders of right answers, of the standards of correctness, there are in fact four ways in which we are at risk of slip- ping in holding out for right and thus four categories within the Right Is Right technique: SEE IT IN ACTION: CLIP 2 RIGHT IS RIGHT In clip 2 on the DVD, Annette Riffle of North Star Academy demonstrates Right Is Right. She calls on a student to explain how the rules for ordered pairs on a coordinate grid work—that the x coordinate always come first. The student notes that the “x-axis has to come first and then the y-axis.” Most teachers would call this answer correct, but Riffle insists on the student being all the way right and calling them the “x and y coordinates.” She has the student integrate the correct terms into her answer by reanswering. This clip also shows the power of technique 32, SLANT (introduced in Chapter Five), as the student tracks the speaker during her answer. 1. Hold out for all the way. Great teachers praise students for their effort but never confuse effort with mastery. A right answer includes the negative sign if a negative sign is warranted. There no such thing as “Right! Except you need a negative sign.” When you ask for the definition of a noun and get a person, place, or thing,” don’t do students the disservice of overlooking the fact that the answer is incomplete: a noun is a person, place, thing, or idea. Simple, positive language to express your appreciation for what a student has done and your expectation that he or she will now march the last few yards is often the best way to address such a situation and retain positive tone in your classroom. Here are some phrases to do that: “I like what you’ve done. Can you get us the rest of the way?” “We’re almost there. Can you find the last piece?” “I like most of that…” . . “Can you develop that further?” “Okay, but, there’s a bit more to it than that.” “Kim just knocked a base hit. Who can bring her home?” . Another effective response is to repeat the student’s words back to him or her, placing emphasis on incomplete parts if necessary: expect. . . . “A peninsula is water indenting into land?” “You just said that a noun is a person, place, or thing…” “You just said that a noun is a person, place, or thing, but freedom is a noun, and it’s not exactly any of those three.” “You just said that first you would solve the exponent and then you’d solve what’s in parentheses.” 2. Answer the question. Students learn quickly in school that when you don’t know the right answer to a question, you can usually get by if you answer a different one, especially if you say something true and heartfelt about the wider world. Can’t identify the setting in the story? Offer an observation about the theme of injustice in the novel instead:

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