The most meaningful part of the activity for me was not so much analyzing my own lesson, and working through those questions, but the discussion we as a group were able to have afterward. After watching our videos, all of the residents were separated by schools and paired with our PRT for a discussion. Here's where the interesting part comes in. After a few minutes of discussing our questions, our PRT asked how many of us noticed that we often restated a students response when they answered a question. Surprisingly, it was unanimous. We were all guilty. She then shared with us that research shows that restating or repeating a student's response devalues their answer. It gives the impression that what they said was not valued, or not exactly what we wanted. I was overwhelmed with guilt, as I believe that I do this quite often. The next step was evaluation of my practices to figure how to rectify the situation.
The first thing I needed to do was collect data, in hopes to discover why I do this, and under what circumstances and in what environment do I do it most. For my next lesson, I had my CT document how many times I restated a student response, and what the original question was. I noticed that I in fact do repeat responses often. The most common reason was that students did not say their answer loud enough. Other factors were that another student was not paying attention, or that it was not exactly the answer I was looking for and I used it to segway into another question in order to clarify.
Now that I've found the problem, I will brainstorm strategies for avoiding this terrible habit, and hopefully decrease the number of times I do this in a lesson. I truly do value what my students have to say, and I want that to be clear in my actions.