Do you believe it is possible for less effective teachers to change their teacher talk behaviors and from that change their professional beliefs or philosophies? Or do you believe that it is necessary to first change an ineffective teacher's beliefs before true changes in classroom interactions can take place?

In what ways does your teacher talk behavior reflect your professional beliefs? What would you have to do to change your teacher talk behavior so that it was more in line with your professional beliefs?

What do you think teacher educators should do to prepare education students to become effective literacy teachers? How should teacher educators address the beliefs or philosophies of education students? How should teacher educators address the teacher talk or verbal language of education students?

I have noticed that each of you use in-the-moment teaching. In other words, you jump on learning opportunities as they arise. For example, during a comprehension lesson you recognize the opportunity to reinforce a spelling lesson previously taught on long e words. Clearly, you are each able to think well on your feet. How have you become this way? What do you possess that less effective teachers may not? What role do you think this in-the-moment teaching plays in your effectiveness as a literacy teacher?

What do you think makes an effective literacy teacher?

What has been the biggest influences on your teaching beliefs?

How does my presence in your classroom impact your words, your teaching, or your students?