Make it stand out.
Let’s hear the use of TAG in action with students that use this strategy every day.
Shanika just finishes reading a short story she composed.
Her peers clap:
Shanika:
Thank you. T-Tell what you like. (Many hands raise up to respond) Joan?
Joan:
I like the color of your cat.
Shanika:
Thank you. Why do you like the color?
Joan:
Because black is my favorite color.
Shanika:
Ok. Someone else? Tell what you like. Maria?
Mary:
I like that the cat got away from the dog because I didn’t want it to get hurt
Shanika:
Thank you. Anyone else? Virginia?
Virginia:
I like your story because you have a problem and solution.
Shanika:
Thanks! A-Ask questions. Any questions about my story? Paul?
Paul:
Why did you write about that cat?
Shanika:
Because I love cats and I have one. Anyone else? James?
James:
Where did you get the idea for that story?
Shanika:
Well because I know about cats since I have one and I also have a dog. But they’re friends. Another question? Dr. Zaragoza?
Dr. Z:
Do you have an idea for your next story yet?
Shanika:
I’m thinking of writing about children next time because I have a lot of animal stories. Any connections or suggestions? Parima?
Parima:
I also have a cat and I love cats.
Shanika:
I do too! Others? Dennis?
Dennis:
Your story reminds me of the book we read about the curious cat.
Shanika:
Thank you and that’s one of my favorite books. One more. Connection or suggestion? Kendrick?
Kendrick:
Maybe in your next book you can have children and animals.
Shanika:
Oh thank you! That’s a good idea!
Now listen to teachers discussing TAG use with students in their after school program:
Dr. Z:
Let’s talk about how TAG influences your community and its work together.
Shari:
Well the first thing I noticed was that my students love doing it. And because I already had it written on a chart it was easy for them to do it by themselves almost right away.
Dr. Z:
Why do you think they like it so much?
Shari:
They get to be in front of the class and call on people.
Kris:
It definitely gives them a sense of power because they are in control.
Zuri:
And what’s funny is that during TAG the children are so quiet and attentive. They sometimes seem to listen to each other better than they listen to the teacher.
Dr. Z:
Yes, I’ve seen that. It’s pretty funny. They all sit up tall wanting their friends to call on them. I think that positive recognition we have them give to each other contributes to this.
Larry:
What do you mean?
Dr. Z:
The way that many of you have guided your students to say things like, “Thank you, Alex, you’re looking at me,” “Thank you Isabel, you’re ready,” before they even begin is powerful. Everybody wants to hear their name spoken in a positive way so the children get ready quickly and await that appreciative recognition. How else has using TAG influenced your community? What messages are we sending our students when we ask them to use TAG?
Kris:
Well, that we believe in them.
Dr. Z:
What do you mean?
Kris:
Once they learn TAG we don’t really have to help them much so we are showing them that we believe they can do it without our help.
Dr. Z:
Yes, and we are also allowing them to be resources for each other as they ask questions and give ideas. Thanks, Kris. Anyone else?
Richie:
It also shows that we expect them to notice and talk about the positive because of T-Tell what you like. It really does influence the rest of the day, too. Everyone just gets in the habit of saying positive things.
Dr. Z:
I really do notice that as I am walking around and that full program sharing was great because everyone was so positive with every class presentation. What other messages do we send our students when we include TAG as a way of responding to each other’s work?
Shari:
Since we’re taking the time to respond to it we are telling them that their work is important.
Dr. Z:
Yes, and it definitely strengthens the community in a positive way because everyone begins to know each other better and everyone is also seen as an important resource.