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    Jill Sweeney

    Willingham tells us to consider “to think” is a “transitive verb. You need something to think about.” How do you feel about that statement? Do you agree, disagree? Tell us why/why not, providing examples and context to support your stance.

    I think that this statement is true because when you are thinking, there is something that sparked you beginning to think. Even when you are trying to ‘not think,’ you are stilling thinking about that action. I believe that we are constantly thinking about things of our interest or things that we have to do for school, work, etc. One thing from the chapter that I would tie this statement back to is the process of reading about something of interest. If you are not interested in something that you are told to read, you will not be thinking about the material but, rather, you would be thinking about how you do not like the material or how you just have to do it. I think that the brain is constantly being prompted to think and that we are constantly thinking in our minds.

    Jared Tschohl

    Descartes would probably argue differently, but I agree.

    Even when doing mindfulness activities, aren’t we trying to “shut off” our thinking, by thinking about “shutting off” our thinking?

    Ideally, I believe when we “think” we have two avenues. Are we looking at a practical problem with a finite solution, or are we philosophizing on rhetorical ideas that have infinite solutions? To me, those two paths are greatly different.

    We are always thinking about something, but perhaps the author views thinking more when we have to push our minds to overcome a mental challenge?


    I agree with the statement that thinking requires a subject. Our brains are constantly thinking, whether it is abstract or simply observing and noting the things around us. In a school setting, thinking is impossible to turn off. Teachers have to be able to direct the thinking of their students, while acknowledging that even children who are daydreaming are thinking. I think the strongest teachers know how to reign in the thinking that occurs in their classroom and apply it in a way that is meaningful to the students they work with.

    Sarah Reich

    I agree with this statement that to think we need something to think about. Whether it is something within your current environment or a memory from the past, people are constantly thinking about “something”. Students in a classroom are either engaged with what is being taught or daydreaming about something else. Regardless they are both thinking about something. So the goal of the teacher is to get all of their students focused on what is being taught or connecting it to other aspects of life.

    Jen Newton

    So, as teachers we have to provoke curiosity in our learners? How? What do you think about? When is the last time you were in a situation that provoked your curiosity and you wanted to learn more? What did you do with that curiosity?


    I agree with Willingham’s statement. We don’t “think’ about things until we have to. For example, if a teacher was to present to me just the word “disease,” I would have it in my head for a quick minute then it will be on to the next. But if the teacher presented me a question surrounding disease or a scenario, I will begin to actually think on it, may be even more interested in the word disease than I once was before, because now I’m thinking about the effects, the population affected, how it plays a role in certain things, etc.


    I agree with Willingham that “to think” is a transitive verb. Whenever you are thinking, you have to be focusing your attention on something. I feel like our brains are like the Energizer bunny…they are constantly thinking about things. I know from personal experience that in class it’s so easy to let our minds wander away from the topic at hand. As a future SLP, it is crucial that I come up with ways to keep my students engaged, especially if we are doing repetitive activities like practicing sounds.

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