Weinstein & Mignano Ch. 10

I liked this chapter on managing recitations and discussions because I have had lots of experience being on the opposite end of this IRE strategy. I agree with the criticisms about this kind of strategy, one because some of it happened to me. Picking out random kids to restate blatant facts about a reading requires little to no higher thinking and can often put children on the spot who maybe did not pay attention for that specific part. Often times when the student can't come up with the answer he is immediately judged by his classmates and the class is called on as a whole to "help them out" by correcting their error. This can be especially stressful for some students and can cause ridicule especially if the answer is an extremely easy one. In my classroom I have noticed my CT use this method sometimes, but she will have children volunteer to restate a fact or write a number sentence up on the board. She is very sensitive to her children, and if someone gets the answer wrong she will simply ask the class to help the student out, while simultaneously commenting on how she liked the students thoughts.
Although not all recitation discussions are bad. It can be a great way to review quickly for those that don't remember and can be a way to check a child's comprehension level as well. A teacher can also have students expand orally and give more complete responses than they would on paper. Although the discussion involves more higher thinking skills in analyzing an issue or a question that is easier when considered by a group instead of individually. Discussions can also be more lively, whereas the recitation is more passive and sometimes students are even forced to sit and listen instead of responding.
Overall I greatly enjoyed reading about the differences in difficulties in both the recitation and discussion styles.