One thing I found myself able to directly relate to from this chapter was found in Secret 3 Part 2. The author mentions the importance oplanning specific questions to ask students during a lesson, along with anticipating student questions. I have been teaching fractions for a few weeks to 3rd grade students. This point has become a very important one in my instruction. I began teaching fractions with a brief skelteon lesson including what activities I would use and notmuch detail about the examples I would use, or the line of quesitoning I would use foreach activity. I quickly learned this would not work efficiently. I did not prepare for student questions or confusion that might occur. I did not plan the specific problems I would have them solve. This caused me to fumble in the lesson as I was teaching. Now I always plan out specific problems I want to use for each activity, making sure thye get increasingly harder as the activity goes on. I plan what specific questions I will use to guide students in their learning along with more than one anticipated response from students and how I will address each. I have found that as I get more detailed and specific with these the better the lesson goes. So I 100% agree with the author's point towards making sure in your instruction you plan specific questions and anticipated student questions.
Another great point the author makes is that everything you teach you students need to believe you love teaching. I have noticed that my students from my afternoon math pull out class respond to me better than the ones in the morning pull out class. I think this is because I enjoy teaching the subject matter more in the afternoon class, because it is easier to teach. Therefore, I know I am more enthusiastic in my teaching for that class, which would explain why they respond to me better while I am teaching them. I agree with the author's point and have seen it directly in my own teaching.
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