Chapter Four

I thought that this chapter was interesting because I think that the term "understanding" is such a confusing one.  When a teacher asks her class if they understand most everyone is going to say yes even though more than half of them truly do not.  There is no way to define understanding and I believe that is where a lot of the confusion in the classroom comes from.  I think that a lot of the times students are embarrassed to admit that they don't understand and too many times they just pretend that they do.  It's so upsetting to me that students are too ashamed to say that they don't understand.  I liked when the author said, "If we observe ourselves and our students in the act of understanding deeply, we might generate a far more useful definition of comprehension" (34).  I think it is obvious to see when a student truly understands something and it is a very cool sight to see.  In my practicum hours, I watched the students and you could just see it on their faces when something clicked.  I think that more teachers have to be willing to spend the time and I believe that when they see the true understanding their students have, it will be extremely worth it.  When teachers see the students understanding things in their own element then "we can use their own language and insights to contribute to a new definition of understanding" (33).  If the teacher is willing to connect to the students I think they will notice the effort and really appreciate it.  I like the idea of making the dimension of understanding chart with each individual class because I think it will really get everyone on the same page.  The students need to feel equal, but this way they will feel like the teacher understands their needs.