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… some jellyfish are bigger than a human and others are as small as a pinhead?
… people in some countries eat jellyfish?
… that jellyfish have been on Earth for millions of years, even before dinosaurs?
… jellyfish have no brain but some kinds have eyes?
… that jellyfish are mainly made up of water and protein?
… a group of jellyfish is called a smack?
“Hope for the best, but prepare for the worst.”
What does it mean?
Bad things might happen, so be prepared.
Where does it come from?
This phrase was first used in the 1833 book The Wondrous Tale of Alroy by British novelist, essayist, and twice Prime Minister of the UK, Benjamin Disraeli. In chapter 3 of his book, he writes “I am prepared for the worst, but hope for the best.”
Adeline Virginia Woolf was an English writer and one of the foremost modernists of the twentieth century.
During the interwar period, Woolf was a significant figure in London literary society and a central figure in the influential Bloomsbury Group of intellectuals. Her most famous works include the novels Orlando (1928), Between the Acts (1941), the short essay The Common Reader (1925) and the book-length essay A Room of One’s Own (1929), with its famous dictum, “A woman must have money and a room of her own if she is to write fiction.”
Woolf suffered from severe bouts of mental illness throughout her life, thought to have been the result of what is now termed bipolar disorder and committed suicide by drowning in 1941 at the age of 59.
Please enjoy the clip below of Nicole Kidman’s portrayal of Virginia Woolf from the film The Hours.
Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to questions of their own.
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Asking straightforward, simply-worded questions can be just as effective as intricate ones. With that in mind, if you are a new teacher or perhaps not so new but know that question-asking is an area where you’d like to grow, start tomorrow with these five:
This question interrupts us from telling too much. There is a place for direct instruction where we give students information yet we need to always strive to balance this with plenty of opportunities for students to make sense of and apply that new information using their schemata and understanding.
After students share what they think, this follow-up question pushes them to provide reasoning for their thinking.
When this question is asked, students can make connections to their ideas and thoughts with things they’ve experienced, read, and have seen.
This question can inspire students to extend their thinking and share further evidence for their ideas.
This allows students to offer up questions they have about the information, ideas or the evidence.[/box]
In addition to routinely and relentlessly asking your students questions, be sure to provide time for them to think. What’s best here, three seconds, five, or seven? Depending on their age, the depth of the material, and their comfort level, this think time will vary. Just push yourself to stay silent and wait for those hands to go up.
Also be sure to vary your tone so it genuinely sounds like a question and not a statement. When we say something in a declarative way, it is often with one tone and flat sounding. On the other hand, there is a lilt in our voice when we are inquiring and questioning.
To help student feel more comfortable and confident with answering questions and asking ones of their own, you can use this scaffold: Ask a question, pause, and then invite students to “turn and talk” with a neighbor first before sharing out with the whole group. This allows all to have their voices heard and also gives them a chance to practice their responses before sharing in front of the whole class.
