This book is licensed under a Creative Commons Attribution 3.0 License9. Facilitating complex thinking..............................................................................................
A few years ago one of us (Kelvin) had the privilege of co-teaching with an experienced first grade
teacher, Carolyn Eaton. As part of a research project, Ms Eaton allowed some of her reading lessons
to be observed. Here is what Kelvin saw when Ms Eaton was having a conference with Joey. They
are reading a book “together”, except that Ms Eaton wants Joey to do as much reading as possible
himself. Joey’s comments are capitalized, and Ms Eaton’s are in lowercase.
JOEY: FIRST YOU READ—THEN ME. THIS IS WHAT YOU HAVE TO DO. I READ AFTER YOU,
OK?
Ms Eaton: OK. [Ms Eaton begins.] “In the great green room there was a telephone, a red balloon,
and a picture of...” Are you going to read, or what?
YES.
“In the great green room there was...” Are you ready yet? Ready to read?
OK. “IN THE GREAT GREEN ROOM...”
“...there was...”
“THERE WAS A...” [pauses, looking at Ms Eaton rather than at the words]
“...a telephone...”
YES, THAT’S IT, A TELEPHONE! “IN THE GREAT GREEN ROOM THERE WAS A TELEPHONE, A
RED BALLOON...”
“and a picture of...”
“AND A PICTURE OF” [pauses, staring at the wall]...A COW JUMPING?”
“a cow jumping over the moon”.
“OVER MOON” [smiles from both Joey and Ms Eaton].
Joey, what does this say? [She points to the word telephone.]
“THERE WAS A TELEPHONE”.
How about here? [She points to next page, which reads “And there were three little bears, sitting on
chairs”.]
“THERE WERE BEARS, THREE BEARS, AND THEY SAT ON CHAIRS”.Educational Psychology 183 A Global Text