Wednesday, July 21, 2010
Sunday, July 18, 2010
Info. Regarding Last Class Date(s) and Projects
Everyone,
Since Christy and I taught two summer institutes, we are allowing you to choose which day you want to turn in your project. The time has not changed, but the location has--we will be meeting at the Lizard's Thicket in Irmo at 9:00 on both the mornings of August 2nd and August 3rd. We will have a room reserved so that we can enjoy breakfast together while we celebrate, reflect, and talk about your upcoming school year! If you'd like to submit your project electronically, you may send it to either Christy's or my email-- cmartin@lex5.k12.sc.us or rdhinson@lex5.k12.sc.us Of course, you may also bring your project with you to the breakfast! If you submit it electronically, we must have it prior to the morning of the breakfast.
Also, and this is very important--please bring with you a self-addressed envelope for us to return your projects and journey stories to you. If you want us to return it to you via district mail, that is fine. However, if you want it mailed to your home, please include proper postage.
Regarding course evaluations, it is our understanding that CCU sends a letter to you letting you know that you have a Web-mail account with CCU. THEN, an email is sent to your Web-mail which will have a link to the Evaluation site. There are no more paper copies of evaluations, it is all done through CCU's web mail. If you did not receive any such letter, please contact Nancy Williams at the District Office. Your course evaluations are very important to us!
We will see all of you in the morning!!
Becky and Christy
Since Christy and I taught two summer institutes, we are allowing you to choose which day you want to turn in your project. The time has not changed, but the location has--we will be meeting at the Lizard's Thicket in Irmo at 9:00 on both the mornings of August 2nd and August 3rd. We will have a room reserved so that we can enjoy breakfast together while we celebrate, reflect, and talk about your upcoming school year! If you'd like to submit your project electronically, you may send it to either Christy's or my email-- cmartin@lex5.k12.sc.us or rdhinson@lex5.k12.sc.us Of course, you may also bring your project with you to the breakfast! If you submit it electronically, we must have it prior to the morning of the breakfast.
Also, and this is very important--please bring with you a self-addressed envelope for us to return your projects and journey stories to you. If you want us to return it to you via district mail, that is fine. However, if you want it mailed to your home, please include proper postage.
Regarding course evaluations, it is our understanding that CCU sends a letter to you letting you know that you have a Web-mail account with CCU. THEN, an email is sent to your Web-mail which will have a link to the Evaluation site. There are no more paper copies of evaluations, it is all done through CCU's web mail. If you did not receive any such letter, please contact Nancy Williams at the District Office. Your course evaluations are very important to us!
We will see all of you in the morning!!
Becky and Christy
Friday, July 16, 2010
SR: Make It Real
" I like to think of shared reading as a shared text experience." Precisely. Using the shared reading strategy allows students to collaboratively discuss, analyze, and read a specific text together. I am a big fan of the "big books" after our activity on Thursday! The language, stories, and illustrations are great, while offering the opportunity for a variety of teaching points. This article includes a helpful chart on comprehension strategies, awareness of informational text, etc. to use during shared reading. I thought the "Buddy Reading" example from Manhattan New School was great! The students used Time for Kids magazines as a shared text and then particpated in a think aloud with a cross-age partner ( 2nd and 5th graders). I find this article's emphasis on informational texts helpful, especially when teaching Social Studies!
IR: Guiding Readers and Writers
I love the first 20 days!!! The chart provided is so helpful, it literally plans your first 20 days of reading workshop. This is so helpful in establishing the routines, procedures and expectations of workshop time. I love the level of detail in each lesson. As a beginning teacher, the first 20 days is especially helpful. Sometimes it is hard and overwhelming to know where to begin and this provides an excellent springboard for reading workshop. I will defiantly use this is my classroom no matter what grade I teach!
article on SR: Shared Literacy
This was a good article to sum up the things we had seen and talked about in our last class. I could identify with her when she described the way she used to teach. It is very different from the balanced literacy method. I was thankful to see skill and strategy explained, and the three language cueing systems, semantic, syntactic, and graphophonemic, talked about in more detail and with examples.
I am not familiar with the term masking. I see her examples, but am not sure exactly what masking means. Could someone clarify this for me?
I am not familiar with the term masking. I see her examples, but am not sure exactly what masking means. Could someone clarify this for me?
IR: Offering Children Opportunities for Practice and Response
I think this is my favorite article yet. I am ordering this book. It seems to have so much practical information.
I have been confused as to what a 'just right' book is, and how to choose these for each individual child. This article really clarifies this, going over the individual components that are important in deciding which books 'fit' which readers. I also appreciate the specifics she gives on organizing the books within the classroom, and the beginning strategies of matching children with books, including the use of the Ohio Word Test. I also liked that she gave a sample list of books for each level.
Enlisting parents help is a good idea too. One thing that my child's kindergarten teacher did was to ask us to send in a 'birthday' present for our child to open on his birthday. This present was to be a book for them to keep in the classroom. The front inside cover was to be personalized with a picture and a note from the parents. I thought this was a neat idea, and it added 20 more books to her library.
I also likes her suggestions for what other things may be happening during independent reading, but that she stresses that independent reading on their level with just right books is the most important thing!
I have been confused as to what a 'just right' book is, and how to choose these for each individual child. This article really clarifies this, going over the individual components that are important in deciding which books 'fit' which readers. I also appreciate the specifics she gives on organizing the books within the classroom, and the beginning strategies of matching children with books, including the use of the Ohio Word Test. I also liked that she gave a sample list of books for each level.
Enlisting parents help is a good idea too. One thing that my child's kindergarten teacher did was to ask us to send in a 'birthday' present for our child to open on his birthday. This present was to be a book for them to keep in the classroom. The front inside cover was to be personalized with a picture and a note from the parents. I thought this was a neat idea, and it added 20 more books to her library.
I also likes her suggestions for what other things may be happening during independent reading, but that she stresses that independent reading on their level with just right books is the most important thing!
Wednesday, July 14, 2010
Coaching and Conferring with Readers
On the very first page of this article an interesting point is brought up...why have we focused so much on writing conferences and not reading conferences? Even for myself I always feel much more prepared and confident to conference with my students as writers as opposed to readers. My writing workshop is better developed than my reading workshop, and my students seem to be more sustained writers than readers. I love and value reading to its core...I am wondering why my classroom doesn't necessarily reflect this.
"Conferring with young readers...first involves research in order to learn where the child is as a reader and understand the child's intention, then deciding what we should teach, and then teaching in a way that can influence what that child does on another day with another book."
I found this to be a powerful quote because it goes along with what we discussed in class today as far as lesson planning goes. To do this model effectively, we can't plan a year, a month, or even a week ahead...we have to let our students' needs guide our decisions and our teaching.
I appreciated the section of the article that discusses how coaches should intervene as little as possible while readers move through text. Our job is to "help readers develop unconscious habits." We are there to scaffold the reading work we hope will happen rather than to stop the reading completely to discuss all the strategies they can or should use.
"But in the end, children need to read as best they can, without our presence to hold them up."
I appreciate this idea as well, because it's something with which I struggle. It is really hard not to correct every miscue or attempt to turn each one into a teachable moment. We want our students to be proficient readers, but we want them to do it immediately. Oftentimes we shortchange them by giving them too much help because we do have this goal in mind. It is important for us to step back and give them the tools to become independent readers and problem solvers. We won't always be there when they are reading...they have to be able to do it themselves!
"Conferring with young readers...first involves research in order to learn where the child is as a reader and understand the child's intention, then deciding what we should teach, and then teaching in a way that can influence what that child does on another day with another book."
I found this to be a powerful quote because it goes along with what we discussed in class today as far as lesson planning goes. To do this model effectively, we can't plan a year, a month, or even a week ahead...we have to let our students' needs guide our decisions and our teaching.
I appreciated the section of the article that discusses how coaches should intervene as little as possible while readers move through text. Our job is to "help readers develop unconscious habits." We are there to scaffold the reading work we hope will happen rather than to stop the reading completely to discuss all the strategies they can or should use.
"But in the end, children need to read as best they can, without our presence to hold them up."
I appreciate this idea as well, because it's something with which I struggle. It is really hard not to correct every miscue or attempt to turn each one into a teachable moment. We want our students to be proficient readers, but we want them to do it immediately. Oftentimes we shortchange them by giving them too much help because we do have this goal in mind. It is important for us to step back and give them the tools to become independent readers and problem solvers. We won't always be there when they are reading...they have to be able to do it themselves!
Shared Reading: Reading with Children
I like that this text explicitly states what the teacher's role is in shared reading as well as what the guiding principles for selecting texts are. Shared reading does give students the opportunity to observe and practice "good" reading. I think it really fits in with the OLM model - this is our chance as teachers to do the "I do" and the "we do." Shared reading, like all aspects of balanced literacy, needs to be very purposefully planned. As teachers, we need to know exactly what we think students should take away from the text and conversation. The discussion we have along with the reading is also extremely important. Demonstrating our thinking and guiding students through their own ideas is where they get most of the value of the shared reading experience. Again, this article brought up the idea of reusing a text several times for different reasons. I am not sure that I ever reread a text last year...but I definitely will next year! I noticed in step six of the outline, the note says, "Children should think of shared reading as fun." This stuck out to me...I want children to see ALL reading as fun! Under the instructional purpose headline, it says that texts should reflect language arts standards as well as other content standards. Using texts that correlate to science and/or social studies is a great way to incorporate cross curriculum structure. I am wondering if it is important to use a text that has information that supports content that has already been taught or information with which students are at least somewhat familiar, however. I could see my students getting caught up in the science or history rather than focusing on the language or skill that I am hoping to teach.
Side question: What is a Wikki Stix?
Side question: What is a Wikki Stix?
Tuesday, July 13, 2010
School Talk: Record Keeping
I think that no two classes/teachers will ever have the exact same record keeping model. We all have to figure out what works best for us. I learned last year that what I was doing wasn't very practical, and I have developed a new system this summer that incorporates both some of my old methods and some new methods that I have learned. It may work, and it may not work, but I won't know until I test the waters. Effective record keeping is so important in so many ways...we have to be able to keep track of where our students are and what we can do for them. We need to be able to show and label their growth. We have to be able to share with them, their parents, and other teachers/administrators what they are doing in their academic life. We are often called on to present data in cases of SAT or IEP meetings. One thing I did do and will continue to do is always make my notes and observations available to students. I keep my notes on each child in the same notebook as their notes, published works, etc. It is all in one location that can be accessed by me and the student. Allowing students to read and hear my language and understand what I am thinking gives them some ownership over their own educational plan. They have so much insight to offer about themselves, and talking about their reading and writing lives together helps them grow as learners. I find kidwatching to be extremely valuable. In college we were required to complete a VERY extensive kidwatching project on one student. It opened my eyes to the possibilities of sheer observation and note taking. It is a daunting task when you have a classroom full of children and not just one, but it is a task that is worthwhile. A sentence or two a day on a specific notice or observation can go a long way in monitoring progress and guiding instruction.
Reading Aloud - Katie Wood Ray
I love this book, and I think this chapter was fabulous, inspiring, encouraging, and full of great ideas. I wholeheartedly believe in the value of read alouds, and I think Katie Wood Ray does an excellent job of expressing their importance. On page 67, she says "read-aloud time diminishes...in classrooms where most students are reading independently." I find this to be true; time is always such an issue! I believe we need to be truly purposeful in incorporating many read alouds into our school day. I am the type of reader who gets completely lost in a book. I become one of the characters and live in the setting of the book. When a really good book is over, I am sad! Reading is such a huge part of my life, and I enjoy it so very much. I want to be the type of teacher that creates that kind of love for reading in my students. Reading and hearing literature does so much for students' writing lives. Through the Midlands Writing Project I was a part of in June, I learned to view my life through my "writer's eyes." I think that we can get all students to do this very same thing when we give them ample reading and listening experiences. It is also very important for students to practice reading aloud. When they own it, they can see the true value in it. The spoken word is just as important as the written or read. I am also learning that it is okay to read only part of a book - sometimes finishing it later and sometimes not. The importance is exposing the students to and immersing the students in the language. We don't want them to get overwhelmed, bogged down, or uninterested in the text. It's okay to break it up into manageable and exciting chunks.
Monday, July 12, 2010
Reading and Writing Workshop
The School Talk article named Reading and Writing Worshop was a great summary of Balanced Literacy. I especially found the part about the Wrtier's Worshop to be helpful. It explained in depth each component of the Writer's Workshop.
Reading and Writing Workshop: What Is It and What Does It Look Like?
Reading and writing workshop organizes reading and writing experiences in meaningful ways.
The majority of the time is used for reading and writing experiences and the reminder of the time is used for mini-lessons, recording the status of the class, for record keeping and assessment for the group share. The workshop is learner-centered and involves collaboration with teacher and peers. The author suggests that workshops take place 3-5 times per week for 45 minutes. The workshop should have predictable structure and routines. The students should be allowed to make decisions for their reading and writing. The teacher should have resepectful interaction with the students.
Reading Workshop should have these components:
The majority of the time is used for reading and writing experiences and the reminder of the time is used for mini-lessons, recording the status of the class, for record keeping and assessment for the group share. The workshop is learner-centered and involves collaboration with teacher and peers. The author suggests that workshops take place 3-5 times per week for 45 minutes. The workshop should have predictable structure and routines. The students should be allowed to make decisions for their reading and writing. The teacher should have resepectful interaction with the students.
Reading Workshop should have these components:
- read-aloud
- shared reading
- mini-lessons or demonstrations
- guided reading
- independent reading
- literature study
- inquiry
- opportunites for response
Writing Workshop should have these components:
- write-aloud
- shared writing
- mini-lessons
- quided writing
- independent writing
- opportunites for response
I was confused after I read this article because it seems like alot of activities in one 45 minute period. Is it 45 minutes for each writing and reading or 45 minutes combined?
Watching and Listening to Children Read
Watching and Listening to Children Read
Reading this article reminded me how important non-standardized assessment is to the optimal growth of a learner.
Watson says, “Standardized measurements for non-standardized kids fall short of helping teachers watch, enjoy, and describe…A score of 3.2 doesn’t begin to describe a child’s ability to use language.”
Through strategy mini lessons, guided reading groups, and individual reading and writing conferencing, a child is continuing to grow as they acquire new knowledge. As an educator, we need to be acutely aware to their zone of proximal development and strive to keep the student learning. By constantly conducting informal observations through kid watching or observational notes, the teacher has access to the most reliable recent data to continue the students learning.
Sunday, July 11, 2010
Balanced Literacy: Reaching All Readers Summer II: Chapter Eight
Balanced Literacy: Reaching All Readers Summer II: Chapter Eight: "This is now my favorite chapter!! Though I have not had a lot of teaching experience, when I am teaching, I let it consume my life. I am on..."
Just like our students need to learn for the real world, we as teachers need to come across as real people with real interests, real hobbies, and real abilities that extend beyond the classroom. By sharing our real selves(always within professional parameters) with our students, we open opportunities for them to be expressive about what their hopes and fears are. Regie concludes with a section about relying on hope. We can make our optimism contagious to our students...when we are showing a positive view of our students abilities they will start to believe, "I can do it!"
Just like our students need to learn for the real world, we as teachers need to come across as real people with real interests, real hobbies, and real abilities that extend beyond the classroom. By sharing our real selves(always within professional parameters) with our students, we open opportunities for them to be expressive about what their hopes and fears are. Regie concludes with a section about relying on hope. We can make our optimism contagious to our students...when we are showing a positive view of our students abilities they will start to believe, "I can do it!"
Balanced Literacy: Reaching All Readers Summer II: Chapter Seven
Balanced Literacy: Reaching All Readers Summer II: Chapter Seven: "As a new teacher, the idea of school-wide coaching would be a great benefit to me. I think it would be great to get feedback and assistanc..."
Though I've not had the benefit of coaching since I'm a sub, I have seen it working well in our school. Especially for first year teachers, it builds an atmosphere of support and a sense that together we are better teachers than we could ever be alone.
Though I've not had the benefit of coaching since I'm a sub, I have seen it working well in our school. Especially for first year teachers, it builds an atmosphere of support and a sense that together we are better teachers than we could ever be alone.
Balanced Literacy: Reaching All Readers Summer II: Chapter Six
Balanced Literacy: Reaching All Readers Summer II: Chapter Six: "I believe that finding things the students are interested in is very important in keeping the students engaged in learning. By finding out ..."
I am looking forward to learning more about the Optimal Learning Model. I agree with her statement that "a learner can't ask questions without a basic knowledge of the subject". Here Regie goes on to explain the importance of "frontloading". We can really build confidence in our students if we take the time to prepare them with "thinking out loud" demonstrations. I am a firm believer of making our expectations known when it comes to behavior in the classroom. I make a point of expressing kindly but clearly the way we will speak to each other and demonstrate as needed the approriate way to make comments between students so that all will feel mutually respected. Regie refers to this as a "worthwhile conversation" where students evaluate and give feedback to one another that will help improve their learning.
I am looking forward to learning more about the Optimal Learning Model. I agree with her statement that "a learner can't ask questions without a basic knowledge of the subject". Here Regie goes on to explain the importance of "frontloading". We can really build confidence in our students if we take the time to prepare them with "thinking out loud" demonstrations. I am a firm believer of making our expectations known when it comes to behavior in the classroom. I make a point of expressing kindly but clearly the way we will speak to each other and demonstrate as needed the approriate way to make comments between students so that all will feel mutually respected. Regie refers to this as a "worthwhile conversation" where students evaluate and give feedback to one another that will help improve their learning.
Balanced Literacy: Reaching All Readers Summer II: Chapter 5
Balanced Literacy: Reaching All Readers Summer II: Chapter 5: "Pg. 71 – “Effective teaching is seamless—a good teacher moves fluidly between teaching and assessing, explanation and response, demonstratio..."
As a sub I see the benefits of beginning with assessment as I walk into a different subject daily. Before I can cover the assignment that the teacher left for us to cover that day, I need to know what background info the students have on the topic. Without knowing where they stand before I begin, there is a big chance I will loose their attention in a short amount of time. If I ask the class for volunteers to catch me up on what they've been learning, I can tell if we need time to review or if they're ready to introduce the new material. I will definately remember to use the probing questions she mentioned on p.74"Tell me more about that,"and"I'm not sure I understand what you're saying, please say that again".
As a sub I see the benefits of beginning with assessment as I walk into a different subject daily. Before I can cover the assignment that the teacher left for us to cover that day, I need to know what background info the students have on the topic. Without knowing where they stand before I begin, there is a big chance I will loose their attention in a short amount of time. If I ask the class for volunteers to catch me up on what they've been learning, I can tell if we need time to review or if they're ready to introduce the new material. I will definately remember to use the probing questions she mentioned on p.74"Tell me more about that,"and"I'm not sure I understand what you're saying, please say that again".
Chapter Eight
This is now my favorite chapter!! Though I have not had a lot of teaching experience, when I am teaching, I let it consume my life. I am one of those teachers who stays at school working until six o'clock and keeps working after I get home. I feel very relieved to read what Regie had to say about living a life outside of teaching. I often forget that I have a life outside of being a teacher. I think it would be beneficial to me and my students to leave school at school when possible. I still think I will have a hard time not thinking about or stressing about school but, I'll give it a shot!
Chapter Seven
As a new teacher, the idea of school-wide coaching would be a great benefit to me. I think it would be great to get feedback and assistance from my colleagues. It would be especially helpful coming from my colleagues because, they are people whom you trust and feel comfortable confiding in. Though I am not ready to be a coach myself, I would love to have the support of other teachers to help me become the best educator I can be.
Chapter 6
Pg. 91 – “Typically teachers move from “I do it” to “Now you do it” with resulting frustration and failure for many students.”
I am guilty of this in my own classroom, even though I know when done the right way, the OLM really works. Every day seems to be all about a time crunch…and ultimately that leads me to shortchange my students. My goal is to use this model to its fullest potential so that my students receive the breadth of the lessons that will help make them successful when they work independently.
Pg. 93 – “When I embraced “less is more” and had public, in depth conversations with just one or two students about their topic and how they might develop it, the results were dramatic.”
I want to try this. As I think of doing these public conversations in my classroom, however, I have a couple of questions. Do I ask for volunteers or choose a student myself? How many times will I have to do this for the students to be willing to openly talk in front of their peers to the extent that I would like them to? Will this be as awkward as it seems it may be – at least at first?
Pg. 97 – “Finally, very important, I try hard not to repeat what a student has said. Students learn that they need to listen to me and one another the first time, and this allows me more time for instruction.”
This answers my question from an earlier chapter. I never really thought of repeating what a student has said as a time waster. Interesting thought.
Pg. 97 – “Students must have lots of free choice in reading and writing if they are to become readers and writers.”
This is something that we really have to embrace as teachers. We have to figure out ways to teach what needs to be taught while still giving students choices. They need to have ownership of their learning.
Pg. 104 – “We need to be relentless in not doing for students what they can figure out for themselves.”
I think the biggest issue standing in the way of this is time. I know for myself I sometimes end up allowing students to depend on me simply because we don’t have the time at that particular moment for the student to figure it out, and that can be detrimental to the student.
Pg. 107 – “Exchanging several writing samples (without names) from each other’s classrooms, Cami and Kaylene modeled how to use the newly created rubric to score a paper and set goals for improvement.”
Great idea! I am going to use this. Regie continues to give ideas of how this could work…I especially like the suggestion that we have students make a list of what the writer could improve upon. I also would like to try having my students score their own writing samples, make a list of what they have done well, and a list of what they need to improve.
I am guilty of this in my own classroom, even though I know when done the right way, the OLM really works. Every day seems to be all about a time crunch…and ultimately that leads me to shortchange my students. My goal is to use this model to its fullest potential so that my students receive the breadth of the lessons that will help make them successful when they work independently.
Pg. 93 – “When I embraced “less is more” and had public, in depth conversations with just one or two students about their topic and how they might develop it, the results were dramatic.”
I want to try this. As I think of doing these public conversations in my classroom, however, I have a couple of questions. Do I ask for volunteers or choose a student myself? How many times will I have to do this for the students to be willing to openly talk in front of their peers to the extent that I would like them to? Will this be as awkward as it seems it may be – at least at first?
Pg. 97 – “Finally, very important, I try hard not to repeat what a student has said. Students learn that they need to listen to me and one another the first time, and this allows me more time for instruction.”
This answers my question from an earlier chapter. I never really thought of repeating what a student has said as a time waster. Interesting thought.
Pg. 97 – “Students must have lots of free choice in reading and writing if they are to become readers and writers.”
This is something that we really have to embrace as teachers. We have to figure out ways to teach what needs to be taught while still giving students choices. They need to have ownership of their learning.
Pg. 104 – “We need to be relentless in not doing for students what they can figure out for themselves.”
I think the biggest issue standing in the way of this is time. I know for myself I sometimes end up allowing students to depend on me simply because we don’t have the time at that particular moment for the student to figure it out, and that can be detrimental to the student.
Pg. 107 – “Exchanging several writing samples (without names) from each other’s classrooms, Cami and Kaylene modeled how to use the newly created rubric to score a paper and set goals for improvement.”
Great idea! I am going to use this. Regie continues to give ideas of how this could work…I especially like the suggestion that we have students make a list of what the writer could improve upon. I also would like to try having my students score their own writing samples, make a list of what they have done well, and a list of what they need to improve.
Read Chapters 1-4 while on a mini vacation to the mountains...
I have read the first four chapters and have found it to be very similar to what we did as a school for our yearlong professional development (obviously by the same author). I have jotted down a few notes in the margins that I will share later in this same blog posting...off to unpack and do a little laundry. **Continued comments on Chapters One through Four have been added on July 12th.
Love the diversity of the teacher/students in our class!
Welcome Everyone!
Hello Everyone!
We'd like to take a moment to make sure everyone is on the same page about our class tomorrow morning. We will be meeting at Dutch Fork Middle in room 401 at 8:00. Please plan to stay every day until 4:00, as we have lots to cover!
If you have any questions about the blog or the requirements for posting to the blog, please see below.
1. Even though you received your books later than expected, you are still required to do 10 hours of "pre-institute" work related to reading your book and posting to this blog.
2. We expect you to post at least once to every chapter/every day during pre-institute (beginning the day you received your book, of course!)
3. Due to the delay, we will discuss in class, however, it is best if the entire book is read prior to the first day of class.
4. Rather than making your own posts for each chapter, if someone else has already posted something regarding a chapter, please simply reply to that post--that will make it easier for all of us to keep up with it.
5. Posting to the blog is not an option, this is a requirement for the class; it is our way of having you document your "pre-institute" work. (Graduate classes require 45 contact hours of work, and for this class, 10 of those hours are to be done during "pre-institute" / blogging period.
6. Please, if you have any questions, feel free to let us know!
We look forward to seeing everyone in the morning!
Becky and Christy
We'd like to take a moment to make sure everyone is on the same page about our class tomorrow morning. We will be meeting at Dutch Fork Middle in room 401 at 8:00. Please plan to stay every day until 4:00, as we have lots to cover!
If you have any questions about the blog or the requirements for posting to the blog, please see below.
1. Even though you received your books later than expected, you are still required to do 10 hours of "pre-institute" work related to reading your book and posting to this blog.
2. We expect you to post at least once to every chapter/every day during pre-institute (beginning the day you received your book, of course!)
3. Due to the delay, we will discuss in class, however, it is best if the entire book is read prior to the first day of class.
4. Rather than making your own posts for each chapter, if someone else has already posted something regarding a chapter, please simply reply to that post--that will make it easier for all of us to keep up with it.
5. Posting to the blog is not an option, this is a requirement for the class; it is our way of having you document your "pre-institute" work. (Graduate classes require 45 contact hours of work, and for this class, 10 of those hours are to be done during "pre-institute" / blogging period.
6. Please, if you have any questions, feel free to let us know!
We look forward to seeing everyone in the morning!
Becky and Christy
Chapter Six
I believe that finding things the students are interested in is very important in keeping the students engaged in learning. By finding out their interests, we make the material being taught relevant to the the students. By increasing student interest, students are less likely to misbehave because they are engaged in the learning process. She talks a lot about the students being self-directed learners and using using self-directed collaborative groups. This would require all students to be extremely well behaved and have a good understanding of routines and procedures. I think it would be great to have students take more responsibly for their learning by being more self-directed. I also feel that creating this kind of environment would take a great deal of preparation and practice. I felt very overwhelmed when I read this chapter; I think that while self-directed learning is a great idea, it would require an a lot of work and time to implement.
Chapter 5
Pg. 71 – “Effective teaching is seamless—a good teacher moves fluidly between teaching and assessing, explanation and response, demonstration and practice, everything happening in one uninterrupted motion…To succeed, teachers have to develop a mindset that views assessment not as an end product but as a vital, interactive part of responsive, effective teaching. Assessing is teaching.”
I think this is definitely the mark of a great teacher. Making constant assessment a fluid part of my everyday lessons is something that I strive to do. Whether formative or summative, informal or formal, assessment is absolutely vital for my instructional plan and my ability to know where my students are and what they need.
Pg. 72 – “When we teach responsively we: Listen actively…validate all responses…seek to clarify thinking through specific, nonthreatening questions… encourage fuller and more thoughtful responses…try not to repeat what students have said.”
I think this is an important model to follow. I also find it important to familiarize students with Blooms Taxonomy and the hierarchy of thinking. Students should be aware on what level their thinking and doing lies. I do wonder, however, about the “try not to repeat what students have said” piece of this model. I was always taught that it is okay to repeat students’ thoughts in ways such as “So, what I hear you saying is…” Is this not okay?
Pg. 73 – “Feedback is not praise (“good job”) or advice (“try harder”). It is information students can use to improve the quality of their work.
I believe that specific feedback is key to student growth. We can’t say “good job” and expect students to know exactly what we are talking about. We can’t write “this needs more detail” at the top of a paper and expect students to know what exactly needs more. Our feedback can be very helpful if used in the proper manner.
Pg. 80 – “Looking at data is only valuable if we teachers and administrators are knowledgeable.”
This is something that really bothered me during my first year of teaching. We spend so much time testing students – whether it be Dominie, MAP testing, PASS testing, STAR testing, etc—but not every teacher knows how to break down the data and use it effectively. These tests can be valuable tools to guide our instruction if we know how to use them the way they were designed to be used.
Pg. 81 – “But compliant behavior cannot be equated with student engagement and learning.”
When we overlook the well-behaved students because we assume they understand, we lose children. This is how many get left behind.
I think this is definitely the mark of a great teacher. Making constant assessment a fluid part of my everyday lessons is something that I strive to do. Whether formative or summative, informal or formal, assessment is absolutely vital for my instructional plan and my ability to know where my students are and what they need.
Pg. 72 – “When we teach responsively we: Listen actively…validate all responses…seek to clarify thinking through specific, nonthreatening questions… encourage fuller and more thoughtful responses…try not to repeat what students have said.”
I think this is an important model to follow. I also find it important to familiarize students with Blooms Taxonomy and the hierarchy of thinking. Students should be aware on what level their thinking and doing lies. I do wonder, however, about the “try not to repeat what students have said” piece of this model. I was always taught that it is okay to repeat students’ thoughts in ways such as “So, what I hear you saying is…” Is this not okay?
Pg. 73 – “Feedback is not praise (“good job”) or advice (“try harder”). It is information students can use to improve the quality of their work.
I believe that specific feedback is key to student growth. We can’t say “good job” and expect students to know exactly what we are talking about. We can’t write “this needs more detail” at the top of a paper and expect students to know what exactly needs more. Our feedback can be very helpful if used in the proper manner.
Pg. 80 – “Looking at data is only valuable if we teachers and administrators are knowledgeable.”
This is something that really bothered me during my first year of teaching. We spend so much time testing students – whether it be Dominie, MAP testing, PASS testing, STAR testing, etc—but not every teacher knows how to break down the data and use it effectively. These tests can be valuable tools to guide our instruction if we know how to use them the way they were designed to be used.
Pg. 81 – “But compliant behavior cannot be equated with student engagement and learning.”
When we overlook the well-behaved students because we assume they understand, we lose children. This is how many get left behind.
Chapter 8
Chapter 1 was very moving for me. The story about the fifth grade student named Kathy that was struggling to read a book that was too difficult for her reading level. This story touched my heart. I can only imagine how this child felt, knowing that she was having difficulty reading. At her age, she knew that the book was too difficult. I was so elated to see that this student received the help that she needed. As the mother of a rising 6th grader, I can only imagine the relief this student must have felt.
Chapter 8 made a huge impression on me. I feel like it gave me the permission to enjoy the everyday things in life. I loved how Mrs. Routman discussed herself as a person who has needs to relax and enjoy life. The word "simplify" was very meaningful for me. As a busy mother and teacher, this was good to read.
Two tidbits or not so small things that I gained form this book were the reminder of "turn and talk" (love it!) and the importance of celebrating students accomplishments.
Chapter 8 made a huge impression on me. I feel like it gave me the permission to enjoy the everyday things in life. I loved how Mrs. Routman discussed herself as a person who has needs to relax and enjoy life. The word "simplify" was very meaningful for me. As a busy mother and teacher, this was good to read.
Two tidbits or not so small things that I gained form this book were the reminder of "turn and talk" (love it!) and the importance of celebrating students accomplishments.
Hello everyone...I look forward to meeting everyone tomorrow in class. While I have read fervently , I did not check my school email for the blog info until today. I have a unique perspective as I try to apply the practices that Regie spell out compellingly in this book. As a permanent sub I travel from class to class and grade 6-8 from one day to the next. I can see these concepts working in every setting across the grades. Our goal as educators includes teaching with purpose in real life, as she states in the intorduction of the text, " the ultimate in education is reached when learners take charge of their own learning anduse their education to lead rich and satisfying lives...they (students) constantly set goals for themselves, self-evaluate, seek feedback and go on learning."
Chapter 1
Establishing a learning community, as Regie calls it, is about creating a welcoming setting for ALL students. In her residencies, she has the privilege of no preconceived ideas about the students in the class because she did not want to be informed on their "level" as a student. I believe that each child can be reached and we need to look for opporunities for inclusion rather than seeing "issues". Her examples here of inviting the student who couldn't sit still to be her "assistant" as she tried to pronounce the Spanish words that he was knowledgeable about, was a keen perception on finding students strenths. I hope to imitate this as a teacher. Our effort to heighten their perception of being able to accomplish their goals is something that will stick with the students for years to come! Valuing our students cultural backgroud is also an important way to reach out to all students. We can help our students learn to value our different backgrouds and create rich learning experiences across the curriculum .
The "Aim High" section of this chapter was such an inspiration. To bgin with reading a story of a "dream come true" story and end up with 5th graders having their writing sent to officials at the state and federal level of policy makers is how we can prepare the way for our students' futures to be full of possibilities.
Ch.2
So often at school I encounter the attitude from students that teachers are "out to get them". This chapter offers the tools to ensure that we can break that mold and create an "I can do it!" environment. Sometimes students just want to be heard. If we create a trusting and encouraging atmosphere in the classroom, we can then encourage writing that follows their lead and moves them to research or further inquiry on topics that are important to them. In this framework we can teach the needed skills and still maintain student involvement.
Ch.3
Get excited about learning...it's contagious. I am blessed to work with teachers who share ideas with each other openly. It's great to see different approaches that are being used and to grab on to the ones that brought success for students learning. I agree with Regie's point that"so many of us continue on the same path even when things are going badly because we don't know what else to do or because learned helplessness has set in." Then she goes on to encourge teachers to keep an open mind and keep up with current research. Relying on common sense in our teaching practices will also help us stay on track of doing what is best for our students. I am eager to apply her suggestion to express to students the value of what they are learning and why it is important. One thing I can do as a sub is to encourage students that their work in school matters, not because there will be a test, but because learning opens opportunities for their futures.
Ch.4
This chapter reminded me of the importance of breaking down goals into understandable parts. I realized that many times when giving instructions for an assignment, I may use words that some students don't truly understand. We ask students to take notes on what they've read for instance, but has anyone ever taught them how to take good notes? Though it may interrupt our schedule of completing the work on time, we can "seize the moment" and defer from our plan in order to teach a skill that will serve them for a lifetime. I also saw much value in Regie's point about authentic audience. By middle school, many students no longer motivated to do assignments just because it meets some criteria that the state has decided they need to know. But if we offer an authentic audience for them to express thier ideas or to find solutions for problems that they encounter personally, then they find purpose to make the work worthwhile.
Creating rubrics with student input also gives them some ownership in accountability for their work.
Chapter 1
Establishing a learning community, as Regie calls it, is about creating a welcoming setting for ALL students. In her residencies, she has the privilege of no preconceived ideas about the students in the class because she did not want to be informed on their "level" as a student. I believe that each child can be reached and we need to look for opporunities for inclusion rather than seeing "issues". Her examples here of inviting the student who couldn't sit still to be her "assistant" as she tried to pronounce the Spanish words that he was knowledgeable about, was a keen perception on finding students strenths. I hope to imitate this as a teacher. Our effort to heighten their perception of being able to accomplish their goals is something that will stick with the students for years to come! Valuing our students cultural backgroud is also an important way to reach out to all students. We can help our students learn to value our different backgrouds and create rich learning experiences across the curriculum .
The "Aim High" section of this chapter was such an inspiration. To bgin with reading a story of a "dream come true" story and end up with 5th graders having their writing sent to officials at the state and federal level of policy makers is how we can prepare the way for our students' futures to be full of possibilities.
Ch.2
So often at school I encounter the attitude from students that teachers are "out to get them". This chapter offers the tools to ensure that we can break that mold and create an "I can do it!" environment. Sometimes students just want to be heard. If we create a trusting and encouraging atmosphere in the classroom, we can then encourage writing that follows their lead and moves them to research or further inquiry on topics that are important to them. In this framework we can teach the needed skills and still maintain student involvement.
Ch.3
Get excited about learning...it's contagious. I am blessed to work with teachers who share ideas with each other openly. It's great to see different approaches that are being used and to grab on to the ones that brought success for students learning. I agree with Regie's point that"so many of us continue on the same path even when things are going badly because we don't know what else to do or because learned helplessness has set in." Then she goes on to encourge teachers to keep an open mind and keep up with current research. Relying on common sense in our teaching practices will also help us stay on track of doing what is best for our students. I am eager to apply her suggestion to express to students the value of what they are learning and why it is important. One thing I can do as a sub is to encourage students that their work in school matters, not because there will be a test, but because learning opens opportunities for their futures.
Ch.4
This chapter reminded me of the importance of breaking down goals into understandable parts. I realized that many times when giving instructions for an assignment, I may use words that some students don't truly understand. We ask students to take notes on what they've read for instance, but has anyone ever taught them how to take good notes? Though it may interrupt our schedule of completing the work on time, we can "seize the moment" and defer from our plan in order to teach a skill that will serve them for a lifetime. I also saw much value in Regie's point about authentic audience. By middle school, many students no longer motivated to do assignments just because it meets some criteria that the state has decided they need to know. But if we offer an authentic audience for them to express thier ideas or to find solutions for problems that they encounter personally, then they find purpose to make the work worthwhile.
Creating rubrics with student input also gives them some ownership in accountability for their work.
3 hours ahead
Have you noticed that our blogs are posting as if we did them 3 hours ago? It'a 4:25, and I think it will come up as 1:25 on this post....
Chapter 4
Pg. 49 – “If we focus on meaning and content first with our students, we can’t help but succeed and teach all the necessary skills.”
I often see students associate “good” reading with being able to accurately call words rather than make meaning. It is so important for us to make children realize that reading is supposed to make sense…if you don’t understand what you are reading, then there is no point in reading it!
Pg. 51 – “We always need to be thinking and asking ourselves, Is what I’m doing compelling? How is what I’m doing helping kids become more effective, independent, and joyful as readers, writers, thinkers, problem solvers? Instead, we are often asking, What skills do I need to teach to meet the standards? How can I get my students to write a paragraph? How can we raise test scores?
Isn’t this true for us all? We want to do what is most beneficial for our students. We want them to truly enjoy learning; there is no doubt about that. But when the school year is going, and we have standards to meet, assemblies to go to, programs to complete, etc., we sometimes lose sight of what the right way to do things is because it is oftentimes more time consuming and maybe a little harder for us to manage as teachers. We have to develop a system that allows us to genuinely meet the needs of our students as well as cover the standards and raise the test scores.
Pg. 55 – “By planning with the end in mind, I do mean identifying what we want the learner to know and be able to do; I do not mean teaching one focus, standard, or skill.”
I think it is important to know what we expect our students to be able to do once we have taught a lesson. I think sometimes we do things because it’s the next lesson in the program or because it meets a standard…how often do we actually consider what we want students to be able to carry over into other aspects of their lives?
Pg. 57 – “We can teach everything the student needs to know about reading and writing with a focus on what’s most important to that child.”
This is absolutely essential – especially for reluctant readers and writers. We want our students to be successful, and when they are truly invested and interested in their work, the likelihood of that success is much higher.
Pg. 62 – “We teachers get tired, which can make us complacent…Teaching something with more intention or finding out what students are really interested in is hard. It takes thought, effort, extra hours, but in the long run we save time, because our students are engaged and want to learn.”
We have to be willing to do the work that is going to produce the most success from our students. We want them to grow to be life long learners and to enjoy, take pride in, and appreciate the learning process. We have to, therefore, put in the time and effort necessary to engage and interest our students.
Pg. 68 –“While some English language learners look like they understand because they can read fluently, fluency cannot always be correlated with comprehension, especially for older readers.”
I think this applies to all students – not just English language learners. I have had many students who read beautifully and couldn’t comprehend a single word of it. We can’t let those students get by. We need to make sure that we are monitoring all of our students – even those who demonstrate excellent fluency.
I often see students associate “good” reading with being able to accurately call words rather than make meaning. It is so important for us to make children realize that reading is supposed to make sense…if you don’t understand what you are reading, then there is no point in reading it!
Pg. 51 – “We always need to be thinking and asking ourselves, Is what I’m doing compelling? How is what I’m doing helping kids become more effective, independent, and joyful as readers, writers, thinkers, problem solvers? Instead, we are often asking, What skills do I need to teach to meet the standards? How can I get my students to write a paragraph? How can we raise test scores?
Isn’t this true for us all? We want to do what is most beneficial for our students. We want them to truly enjoy learning; there is no doubt about that. But when the school year is going, and we have standards to meet, assemblies to go to, programs to complete, etc., we sometimes lose sight of what the right way to do things is because it is oftentimes more time consuming and maybe a little harder for us to manage as teachers. We have to develop a system that allows us to genuinely meet the needs of our students as well as cover the standards and raise the test scores.
Pg. 55 – “By planning with the end in mind, I do mean identifying what we want the learner to know and be able to do; I do not mean teaching one focus, standard, or skill.”
I think it is important to know what we expect our students to be able to do once we have taught a lesson. I think sometimes we do things because it’s the next lesson in the program or because it meets a standard…how often do we actually consider what we want students to be able to carry over into other aspects of their lives?
Pg. 57 – “We can teach everything the student needs to know about reading and writing with a focus on what’s most important to that child.”
This is absolutely essential – especially for reluctant readers and writers. We want our students to be successful, and when they are truly invested and interested in their work, the likelihood of that success is much higher.
Pg. 62 – “We teachers get tired, which can make us complacent…Teaching something with more intention or finding out what students are really interested in is hard. It takes thought, effort, extra hours, but in the long run we save time, because our students are engaged and want to learn.”
We have to be willing to do the work that is going to produce the most success from our students. We want them to grow to be life long learners and to enjoy, take pride in, and appreciate the learning process. We have to, therefore, put in the time and effort necessary to engage and interest our students.
Pg. 68 –“While some English language learners look like they understand because they can read fluently, fluency cannot always be correlated with comprehension, especially for older readers.”
I think this applies to all students – not just English language learners. I have had many students who read beautifully and couldn’t comprehend a single word of it. We can’t let those students get by. We need to make sure that we are monitoring all of our students – even those who demonstrate excellent fluency.
Chapter 8: Live a Full Life
Just came in from a nice swim in our pool with my husband and son. Thank you Regie for giving me permission to take time out to enjoy my family!! Of course, in the back of my mind I was thinking about writing this blog, all the things I need to do for my new part time job, and taking care of everything that must be done while I'm in class this week.....
I have come to the conclusion that she is a remarkable woman, truly! I am thankful that she has used her many talents to make an impact on our future by impacting lives one at a time, as the many stories in this book testify too. And I am thankful that she has verified how important all our teachers and educators are: "One week, one semester, one year with an outstanding teacher can change a child's life forever." That's powerful, and I believe it is true.
Now I'm going to start the many loads of laundry that are calling me, cook dinner, and make calls for my new job.....living the good life, and it sure is full!!
Looking forward to meeting you all tomorrow!
I have come to the conclusion that she is a remarkable woman, truly! I am thankful that she has used her many talents to make an impact on our future by impacting lives one at a time, as the many stories in this book testify too. And I am thankful that she has verified how important all our teachers and educators are: "One week, one semester, one year with an outstanding teacher can change a child's life forever." That's powerful, and I believe it is true.
Now I'm going to start the many loads of laundry that are calling me, cook dinner, and make calls for my new job.....living the good life, and it sure is full!!
Looking forward to meeting you all tomorrow!
Chapter 7: Schoolwide Coaching
Regie tells us we learn through demonstration, practice, and/or coaching. Then she says that she has rarely seen coaching in a school that actually impacts student achievement school wide. She even says that without this achievement being evident, coaching is a waste of time. Wow.... this is surprising, since so much of what she does is actually coaching. She goes on to tell us that we need to rethink, as she did, the way we train coaches. We need to go back to the way we teach kids, keeping in mind the 'we can do it' step and it's importance in learning. The principal should also be a coach, and dedicate time daily to be in classrooms in that role. Even teachers should be trained to 'coach' each other, but this requires that they trust each other and value input from their peers. And as with all education, the end result must be student progress and achievement. What an effort it would take to accomplish this whole-school plan for coaching and supporting each other. Yes, it would be awesome for our children if we could achieve this goal.
Question....
I think I may have missed the memo as to where we are meeting for class...does anyone know?
"The biggest problem in education today is still still the massive achievement gap between white and black children (The New York Times, 2007) and that disparity extends to most children of color." (Routman, p. 3)
This statement grabbed my attention--first, because I do think its true; second, because most people don't want to talk about such significant but difficult realities in our classrooms. If you read the context of the quote, she goes on to talk about teachers embracing the differences each learner brings and inviting her/him into the learning community. I realize it is extremely difficult to self analyze to such a meticulous level, but teachers must become advocates for every child all the time--constantly scanning their own minds for prejudices, partialities, and cultural ethnocentricities and rooting them out for the sake of their students. Of all professions, teaching has the highest demand for integrity and reflection. Perhaps this ideal purity is somewhat unattainable, but as lead learners we must continuously strive for it regardless.
"Use language that is invitational...(for example) tell me more about that." (Routman, P. 9).
I guess I've always done this to an extent, but one of my goals for this year is to be more conscious of the way I speak--this includes body language. I love the open-endedness of this concept; it is so supportive and reassuring. We must build trusting relationships before we can really become constructive.
"Everywhere I teach, I find that students' voices have been silenced...we (teachers) fail to recognize the importance of each student's voice being heard and the value of deliberated talk for deep thinking and learning." (Routeman, p.20).
Along with eurocentered classrooms (a symtpom of which, in my opinion, is the learning gap aforementioned), we still have the problem of teacher centered classrooms. As Regie says, "there is no conspiracy plan, it just happens," but teachers need to stop taking themselves so seriously and start taking their students much more seriously. You have to listen to learn--is the teacher a dispenser of knowledge or a lead learner? If they are a lead learner they must also be a lead listener.
This statement grabbed my attention--first, because I do think its true; second, because most people don't want to talk about such significant but difficult realities in our classrooms. If you read the context of the quote, she goes on to talk about teachers embracing the differences each learner brings and inviting her/him into the learning community. I realize it is extremely difficult to self analyze to such a meticulous level, but teachers must become advocates for every child all the time--constantly scanning their own minds for prejudices, partialities, and cultural ethnocentricities and rooting them out for the sake of their students. Of all professions, teaching has the highest demand for integrity and reflection. Perhaps this ideal purity is somewhat unattainable, but as lead learners we must continuously strive for it regardless.
"Use language that is invitational...(for example) tell me more about that." (Routman, P. 9).
I guess I've always done this to an extent, but one of my goals for this year is to be more conscious of the way I speak--this includes body language. I love the open-endedness of this concept; it is so supportive and reassuring. We must build trusting relationships before we can really become constructive.
"Everywhere I teach, I find that students' voices have been silenced...we (teachers) fail to recognize the importance of each student's voice being heard and the value of deliberated talk for deep thinking and learning." (Routeman, p.20).
Along with eurocentered classrooms (a symtpom of which, in my opinion, is the learning gap aforementioned), we still have the problem of teacher centered classrooms. As Regie says, "there is no conspiracy plan, it just happens," but teachers need to stop taking themselves so seriously and start taking their students much more seriously. You have to listen to learn--is the teacher a dispenser of knowledge or a lead learner? If they are a lead learner they must also be a lead listener.
Chapter 3
Pg. 33 – “Like law and medicine (or any other profession in which it is essential to “keep up” in order to perform at the highest level of efficacy), teaching requires professional reading, collaboration with colleagues, coaching, sifting through the latest research, attending conferences, and so on.”
When we became educators, we agreed also to become life long learners. Our profession is ever changing, and we have a responsibility to stay abreast of best practice and theory. Our students, coworkers, schools, and communities deserve that from us. We CHOSE this career, so we must do our absolute best every single day to live up to the expectations that are held for us.
Pg. 34 – “Only when we combine the what and how of what we do with the why do we see permanent gains.”
I believe this is incredibly important. We want our students to understand why they learn what they learn. Why do we not hold that same standard for what we learn and teach?
Pg. 35 – “Professional development must help students learn more.”
What a concept. I think as educators we are often overwhelmed with professional development that doesn’t really end up helping our students learn more. Sometimes I think we spend too much time on too many different types of professional development rather than focusing on and perfecting one specific aspect of learning and teaching. I believe we must go deep rather than wide when it comes to professional development so that our students can truly benefit from what we are learning. We must take the necessary time to learn, practice, and reflect or our time really isn’t being spent effectively.
Pg. 35 – “More than almost any other factor, the sense of a professional school community enhances student achievement.”
It is important for teachers to take pride in and value their work. I think professional conversations are a way to demonstrate this. When we truly value our work and do our best to make ourselves better at what we do, our students will inevitably achieve more.
Pg. 36 – “Keeping a reading record has helped me balance what I read, and I help students implement a reading record with a similar format and similar goals.”
This is such an excellent idea – and a nice twist to the reading log. I think it will be really powerful for students to keep a record of what they read, and it will help them see the variety of what they read as well. I believe I will start one too!
Pg. 38 – “Keep an open mind. Be willing to change your views when research and experience warrant it.”
I believe this is very important for educators. Because our profession is constantly changing, we have to be willing to change with it. No two students are the same; no two classes are the same. We can’t expect to teach each year the same way we did the year before. That would be a disservice to our students and a disservice to ourselves.
Pg. 38 – “Research should help us raise fresh questions about teaching and learning that help us make smart instructional decisions to improve our practices.”
I absolutely believe that educators should stay on top of current theory and best practices. However, I agree that this information should inform our instruction and practices rather than consume them. It is important to learn, try new things, and continue to grow as an educator. We can’t, however, change what we do every single day - especially if what we are doing is working. Our job is to use what we learn to improve our practices and help our students succeed, whether that means we change what we do or keep things the same.
Pg. 39 – “Teachers are the only professionals I know who will do what we know is not beneficial for our clients—our students and their families—rather than challenge obviously ineffective current ideas or new programs.”
It is embarrassing to me as an educator to know how true this statement is. This seems to me to be a challenge from Regie Routman to educators. We are definitely being called out here, and I think it is rightfully so. We should ask ourselves how we can change this.
Pg. 40-41 – “Eliminate distractions that are within your control…Budget your time…Place more responsibility on the kids, which saves time and energy and makes them more independent.”
These are practical steps we can all take to use our time more efficiently in the classroom. Time is a valuable commodity that we cannot afford to waste.
Pg. 44 – “It’s all about relationships. I’ve learned that if we don’t have positive, trusting relationships with our colleagues and students, not much of any consequence is likely to happen. On the other hand, when we do have that trust, we can ask for and expect more from our colleagues and students.”
Relationships are so very important. Without an atmosphere of trust, no one will reach his or her fullest potential. We have to work hard to build a community that lends itself to cultivating strong and healthy relationships so that our students and colleagues become genuine risk takers.
Pg. 44 – “I have always believed that mentoring is part of our job as teachers, whether we are paid or not, and that we have an unspoken obligation to support our peers.”
Having just finished my first year of teaching, I cannot express enough how important it was to have a mentor teacher who took the time to support, encourage, and validate me. I felt like a part of the team from the minute I stepped foot on the school grounds for the first time, and I never had to question whether or not my colleagues trusted my abilities as a teacher or whether or not I had support of any kind when I needed it. It was an absolutely crucial part of my experience as a first year teacher, and I believe it is one of the main reasons I had such a successful year.
When we became educators, we agreed also to become life long learners. Our profession is ever changing, and we have a responsibility to stay abreast of best practice and theory. Our students, coworkers, schools, and communities deserve that from us. We CHOSE this career, so we must do our absolute best every single day to live up to the expectations that are held for us.
Pg. 34 – “Only when we combine the what and how of what we do with the why do we see permanent gains.”
I believe this is incredibly important. We want our students to understand why they learn what they learn. Why do we not hold that same standard for what we learn and teach?
Pg. 35 – “Professional development must help students learn more.”
What a concept. I think as educators we are often overwhelmed with professional development that doesn’t really end up helping our students learn more. Sometimes I think we spend too much time on too many different types of professional development rather than focusing on and perfecting one specific aspect of learning and teaching. I believe we must go deep rather than wide when it comes to professional development so that our students can truly benefit from what we are learning. We must take the necessary time to learn, practice, and reflect or our time really isn’t being spent effectively.
Pg. 35 – “More than almost any other factor, the sense of a professional school community enhances student achievement.”
It is important for teachers to take pride in and value their work. I think professional conversations are a way to demonstrate this. When we truly value our work and do our best to make ourselves better at what we do, our students will inevitably achieve more.
Pg. 36 – “Keeping a reading record has helped me balance what I read, and I help students implement a reading record with a similar format and similar goals.”
This is such an excellent idea – and a nice twist to the reading log. I think it will be really powerful for students to keep a record of what they read, and it will help them see the variety of what they read as well. I believe I will start one too!
Pg. 38 – “Keep an open mind. Be willing to change your views when research and experience warrant it.”
I believe this is very important for educators. Because our profession is constantly changing, we have to be willing to change with it. No two students are the same; no two classes are the same. We can’t expect to teach each year the same way we did the year before. That would be a disservice to our students and a disservice to ourselves.
Pg. 38 – “Research should help us raise fresh questions about teaching and learning that help us make smart instructional decisions to improve our practices.”
I absolutely believe that educators should stay on top of current theory and best practices. However, I agree that this information should inform our instruction and practices rather than consume them. It is important to learn, try new things, and continue to grow as an educator. We can’t, however, change what we do every single day - especially if what we are doing is working. Our job is to use what we learn to improve our practices and help our students succeed, whether that means we change what we do or keep things the same.
Pg. 39 – “Teachers are the only professionals I know who will do what we know is not beneficial for our clients—our students and their families—rather than challenge obviously ineffective current ideas or new programs.”
It is embarrassing to me as an educator to know how true this statement is. This seems to me to be a challenge from Regie Routman to educators. We are definitely being called out here, and I think it is rightfully so. We should ask ourselves how we can change this.
Pg. 40-41 – “Eliminate distractions that are within your control…Budget your time…Place more responsibility on the kids, which saves time and energy and makes them more independent.”
These are practical steps we can all take to use our time more efficiently in the classroom. Time is a valuable commodity that we cannot afford to waste.
Pg. 44 – “It’s all about relationships. I’ve learned that if we don’t have positive, trusting relationships with our colleagues and students, not much of any consequence is likely to happen. On the other hand, when we do have that trust, we can ask for and expect more from our colleagues and students.”
Relationships are so very important. Without an atmosphere of trust, no one will reach his or her fullest potential. We have to work hard to build a community that lends itself to cultivating strong and healthy relationships so that our students and colleagues become genuine risk takers.
Pg. 44 – “I have always believed that mentoring is part of our job as teachers, whether we are paid or not, and that we have an unspoken obligation to support our peers.”
Having just finished my first year of teaching, I cannot express enough how important it was to have a mentor teacher who took the time to support, encourage, and validate me. I felt like a part of the team from the minute I stepped foot on the school grounds for the first time, and I never had to question whether or not my colleagues trusted my abilities as a teacher or whether or not I had support of any kind when I needed it. It was an absolutely crucial part of my experience as a first year teacher, and I believe it is one of the main reasons I had such a successful year.
Saturday, July 10, 2010
Chapter 2
Pg. 17-18 – Story about Owen
Labels certainly can be damaging. Yes, many children need special education and extra help. Unfortunately, this oftentimes means that they will be treated differently and not get given the same opportunities or the same set of expectations as other students. We end up limiting their capabilities as learners, and we limit what we can do as teachers.
Pg. 20 – “I am therefore surprised whenever teachers comment: ‘You were respectful to every student. You didn’t raise your voice. You were firm but you were kind and encouraging.’”
I hope this is the way that I would be described by other teachers or observers. I wish that this was the way that all teachers treated their students and each other. Respect and encouragement are such important qualities to show and teach our children – especially if we expect them to be successful.
Pg. 21 – “Nobody is disrespectful to kids because she or he believes it’s the right way to treat them. We get stressed out, have a bad day, or feel overworked and tired. Staff members need to support one another by being careful about the way we talk about kids among ourselves. We need to make it a habit to avoid negative talk about students in the staff room or team meetings. Negative talk and feelings can carry over into the classroom. Showing respect is a worthy effort. Our students can’t learn without it.”
Some of the best advice I received was to stay out of the teacher’s lounge. I am very blessed to be in a school in which all of its staff members respect, encourage, and affirm its students, but no person is without at least one bad day. It does me well to stay away from any type of negativity; instead, I try to always choose something for which to be grateful. Gratitude and optimism are qualities that will flow over into our classrooms, our students, our coworkers, and our entire school. I like to say that positive attitudes result in positive experiences, and it is important for us to live that life and encourage our students and coworkers to live that life as well.
Pg. 25 – “Often I have found that high test scores coexist with scant student interest in writing, low engagement, and little understanding of audience and purpose.”
Are we teaching students to love language and learning or to pass the test? Can we do both? In the end, what good is a test score if students never pick up a pen to write or pick up a book to read once they leave our classrooms? We focus so much on how writing and reading should be rather than the possibility of how it can feel and how it can open up endless opportunities for our lives and imaginations. A teacher of mine, Vic Oglan, says, “Don’t get it right, get it written.” I think about this when I think about test scores and the interest levels of students. How much more do you think we would get from students if they focused not on what was right but instead on the process and progress that was being made?
Pg. 25 – “I have learned that all schools are “high needs” in different ways.”
I just had a conversation about this with a teacher last week. I feel that schools with affluent populations have needs that are sometimes overlooked or made to seem of lesser importance because our students are “given every opportunity.” No matter what the school or the population, students have needs that need to be met. We can’t assume that a certain community or student population is any less needy than another for any reason.
Pg. 27 – “’I’ve noticed that with increased nonfiction writing, there’s an increase in the desire to read nonfiction books.”’
A goal of mine for the upcoming year is to incorporate more authentic nonfiction writing. I think we definitely spent the majority of our time last year focusing on fiction reading and writing, and I want my students to be more interested in nonfiction.
Pg. 31 – “Celebration is about finding the joy in teaching and learning and “seeing” the child’s accomplishments, no matter how small.”
Teaching is hard work. I don’t think anyone realizes how hard it is going to be before they begin the profession, and I don’t think people who are not teachers appreciate how much work it is. If we don’t take time to enjoy, celebrate, and be thankful, it can easily get overwhelming and tiring. One of my teacher’s, Vic Oglan, once said, “We need to have a spirit of celebration because Lord knows we have lots of battles to fight.” This is so very true, and I hope that everyone takes the time to celebrate – for our sake and the sake of the children.
Labels certainly can be damaging. Yes, many children need special education and extra help. Unfortunately, this oftentimes means that they will be treated differently and not get given the same opportunities or the same set of expectations as other students. We end up limiting their capabilities as learners, and we limit what we can do as teachers.
Pg. 20 – “I am therefore surprised whenever teachers comment: ‘You were respectful to every student. You didn’t raise your voice. You were firm but you were kind and encouraging.’”
I hope this is the way that I would be described by other teachers or observers. I wish that this was the way that all teachers treated their students and each other. Respect and encouragement are such important qualities to show and teach our children – especially if we expect them to be successful.
Pg. 21 – “Nobody is disrespectful to kids because she or he believes it’s the right way to treat them. We get stressed out, have a bad day, or feel overworked and tired. Staff members need to support one another by being careful about the way we talk about kids among ourselves. We need to make it a habit to avoid negative talk about students in the staff room or team meetings. Negative talk and feelings can carry over into the classroom. Showing respect is a worthy effort. Our students can’t learn without it.”
Some of the best advice I received was to stay out of the teacher’s lounge. I am very blessed to be in a school in which all of its staff members respect, encourage, and affirm its students, but no person is without at least one bad day. It does me well to stay away from any type of negativity; instead, I try to always choose something for which to be grateful. Gratitude and optimism are qualities that will flow over into our classrooms, our students, our coworkers, and our entire school. I like to say that positive attitudes result in positive experiences, and it is important for us to live that life and encourage our students and coworkers to live that life as well.
Pg. 25 – “Often I have found that high test scores coexist with scant student interest in writing, low engagement, and little understanding of audience and purpose.”
Are we teaching students to love language and learning or to pass the test? Can we do both? In the end, what good is a test score if students never pick up a pen to write or pick up a book to read once they leave our classrooms? We focus so much on how writing and reading should be rather than the possibility of how it can feel and how it can open up endless opportunities for our lives and imaginations. A teacher of mine, Vic Oglan, says, “Don’t get it right, get it written.” I think about this when I think about test scores and the interest levels of students. How much more do you think we would get from students if they focused not on what was right but instead on the process and progress that was being made?
Pg. 25 – “I have learned that all schools are “high needs” in different ways.”
I just had a conversation about this with a teacher last week. I feel that schools with affluent populations have needs that are sometimes overlooked or made to seem of lesser importance because our students are “given every opportunity.” No matter what the school or the population, students have needs that need to be met. We can’t assume that a certain community or student population is any less needy than another for any reason.
Pg. 27 – “’I’ve noticed that with increased nonfiction writing, there’s an increase in the desire to read nonfiction books.”’
A goal of mine for the upcoming year is to incorporate more authentic nonfiction writing. I think we definitely spent the majority of our time last year focusing on fiction reading and writing, and I want my students to be more interested in nonfiction.
Pg. 31 – “Celebration is about finding the joy in teaching and learning and “seeing” the child’s accomplishments, no matter how small.”
Teaching is hard work. I don’t think anyone realizes how hard it is going to be before they begin the profession, and I don’t think people who are not teachers appreciate how much work it is. If we don’t take time to enjoy, celebrate, and be thankful, it can easily get overwhelming and tiring. One of my teacher’s, Vic Oglan, once said, “We need to have a spirit of celebration because Lord knows we have lots of battles to fight.” This is so very true, and I hope that everyone takes the time to celebrate – for our sake and the sake of the children.
Chapter 4: Meaning First
This chapter is an excellent reminder of how vital "interacting meaningfully with text" (p.53) is in a child's learning process both in and outside of the classroom. Being a social studies teacher, I appreciate how the author points out the importance of making curriculum relevant and interesting, whether through correlating historical texts and how they relate to us today or discussing current events, such as asking a class about Hurricane Katrina. I have noticed that students seem to enjoy "reading" from different sources like newspapers and brochures during a class lesson or while researching in the library. I enjoyed the section on Highlighting Key Vocabulary and agree with Regie that a rich vocabulary is crucial to being effective in reading, writing, and understanding. The intentional teaching of selected words and going over the meanings of these words as they are used in a text or while speaking are great ways to expand students' vocabularies. Regie makes a good point in encouraging students to ask what a word means when they don't know. Often times students don't feel comfortable asking out loud, so making a point to say "please ask" will further vocabulary expansion. Lastly, the idea of "starting with the student" and using subjects he or she is interested in can encompass so many avenues in which to guide and motivate a child to learn.
Chapter 1
When I read professional texts, I like to Double Entry Journal, so most of my responses will be in that format...hope it makes sense!
Pg. 4 – “We need to suspend our preconceived beliefs and judgment each time we meet a student, to assume that every child is capable.”
We have to meet children where they are and know that if we do, they can and will succeed. Children take on so much of what we do as teachers – if we are enthusiastic, they are enthusiastic, if we make ourselves vulnerable and authentic, they will make themselves vulnerable and authentic, and if we believe they can succeed, they will succeed.
Pg. 4 – “When I conduct a residency, I insist that all children be included in the classroom—the special education students, the English language learners, and those with behavior problems—and that I not be told who they supposed “special” students are.
I wish all guests in our classrooms felt this way. I had a guest teacher in my room one day that completely turned our classroom community upside down because she did not treat each of the students as capable and equal. It took me weeks to gain back the trust and respect of one of my students because I “allowed” our community to be broken by a stranger. It is unbelievable how quickly the confidence of a struggling child can be shattered and how long it takes to build it back up once it has been.
Pg. 4 – “…it’s only when we see what kids can do that we raise our expectations. We don’t realize that we’ve got it backward.”
We sure do have it backward. I truly believe that students will only live up the expectations we have for them. From the beginning, we have to show them that we believe they can and will achieve great things…and they will! We can’t wait for them to show us they are capable – we need to show them that we know they are up front. When students feel validated, encouraged, supported, and believed in, they will be the risk takers they need to be to succeed.
Pg. 7-8 – Story of Kathy
How sad it is for the students who don’t get noticed like Kathy did. All too often our students slip through the cracks, and that is absolutely unacceptable. All of our students deserve to get the attention that Kathy did. As hard and time consuming as it is, we have to do what it takes to make sure that every struggling child gets the help he or she needs.
Pg. 9 – “Students immediately pick up on whether or not we view them as capable.”
This is so true. I can’t agree enough that we have to show children we believe in them and hold high expectations for them. Who wants to do anything for someone that doesn’t believe in him or her? Who is willing to put forth effort for someone who doesn’t expect much?
Pg. 11 – “Kids are kids.”
In my school we have academically gifted classes and regular education classes. I teach a regular education class, but when people ask, I say, “I teach gifted kids; they just aren’t state identified.” Kids are kids. There is no doubt about it. They will rise to our expectations – “gifted” or not. I think it is important for teachers, parents, and students to understand this. I hate labels. The kids come into my class already thinking they are not as smart as some of the other students in the grade, and that just isn’t true. They are every bit as capable, but it is hard to get them to rise above what they have already been conditioned to think of themselves. We have to make them feel as capable and successful as we know they are and can be.
Pg. 13 – “It is our own vulnerability and honesty in our storytelling and demonstration writing that helps kids feel safe to take a risk when they write.”
Some of my very best student writing comes after I am open and honest in my own writing in front of my students. When they see my process, my struggles, my questions, my feelings, etc. they know that it is okay for them to feel and think those same things, and they are willing to take risks and be open and honest in their writing and their conversations with me and each other.
Pg. 14 – Immigration letters
What an authentic writing experience for these students! I think it is absolutely essential for us to find ways for our students to write authentically and to have that writing validated. Students need to feel that their work is purposeful and meaningful in order for them to keep interest and enthusiasm throughout the process.
Pg. 4 – “We need to suspend our preconceived beliefs and judgment each time we meet a student, to assume that every child is capable.”
We have to meet children where they are and know that if we do, they can and will succeed. Children take on so much of what we do as teachers – if we are enthusiastic, they are enthusiastic, if we make ourselves vulnerable and authentic, they will make themselves vulnerable and authentic, and if we believe they can succeed, they will succeed.
Pg. 4 – “When I conduct a residency, I insist that all children be included in the classroom—the special education students, the English language learners, and those with behavior problems—and that I not be told who they supposed “special” students are.
I wish all guests in our classrooms felt this way. I had a guest teacher in my room one day that completely turned our classroom community upside down because she did not treat each of the students as capable and equal. It took me weeks to gain back the trust and respect of one of my students because I “allowed” our community to be broken by a stranger. It is unbelievable how quickly the confidence of a struggling child can be shattered and how long it takes to build it back up once it has been.
Pg. 4 – “…it’s only when we see what kids can do that we raise our expectations. We don’t realize that we’ve got it backward.”
We sure do have it backward. I truly believe that students will only live up the expectations we have for them. From the beginning, we have to show them that we believe they can and will achieve great things…and they will! We can’t wait for them to show us they are capable – we need to show them that we know they are up front. When students feel validated, encouraged, supported, and believed in, they will be the risk takers they need to be to succeed.
Pg. 7-8 – Story of Kathy
How sad it is for the students who don’t get noticed like Kathy did. All too often our students slip through the cracks, and that is absolutely unacceptable. All of our students deserve to get the attention that Kathy did. As hard and time consuming as it is, we have to do what it takes to make sure that every struggling child gets the help he or she needs.
Pg. 9 – “Students immediately pick up on whether or not we view them as capable.”
This is so true. I can’t agree enough that we have to show children we believe in them and hold high expectations for them. Who wants to do anything for someone that doesn’t believe in him or her? Who is willing to put forth effort for someone who doesn’t expect much?
Pg. 11 – “Kids are kids.”
In my school we have academically gifted classes and regular education classes. I teach a regular education class, but when people ask, I say, “I teach gifted kids; they just aren’t state identified.” Kids are kids. There is no doubt about it. They will rise to our expectations – “gifted” or not. I think it is important for teachers, parents, and students to understand this. I hate labels. The kids come into my class already thinking they are not as smart as some of the other students in the grade, and that just isn’t true. They are every bit as capable, but it is hard to get them to rise above what they have already been conditioned to think of themselves. We have to make them feel as capable and successful as we know they are and can be.
Pg. 13 – “It is our own vulnerability and honesty in our storytelling and demonstration writing that helps kids feel safe to take a risk when they write.”
Some of my very best student writing comes after I am open and honest in my own writing in front of my students. When they see my process, my struggles, my questions, my feelings, etc. they know that it is okay for them to feel and think those same things, and they are willing to take risks and be open and honest in their writing and their conversations with me and each other.
Pg. 14 – Immigration letters
What an authentic writing experience for these students! I think it is absolutely essential for us to find ways for our students to write authentically and to have that writing validated. Students need to feel that their work is purposeful and meaningful in order for them to keep interest and enthusiasm throughout the process.
Chapter 6
Independent, self-directed learners....did I ever think about this while I was teaching? Did I consider my end goal to be anything other than having them master the expected skills within each subject? Did I desire for them to be independent problem solvers, directing their own learning and setting worthwhile goals for themselves? Yes, it does make sense to me, so why does this seem like a new idea? It has been so many years since I taught second grade. I am grateful for this opportunity to learn more about the literacy program our district is using, especially since it is different from what I taught. Scaffolded conversations, shared experiences, emphasis on frontloading are strategies that I did not use, but I hope to have the opportunity to try this one day. Giving the students purpose, choices, and even allowing them to have input on classroom procedures and behaviors would surely engage them more in their learning. And Regies ideas for setting up the classroom make sense too, having it organized, simple, even 'beautiful', and especially having appropriate resources they can turn to that are easily accessible. How awesome it would be to foster their independence and confidence in their ability to learn, so that they would all believe, "Bam! Nothing can stop me!"
Chapter 5
There are many great points she makes in this chapter about assessment. Assessment is supposed to be ongoing and embedded into our instruction. I know that this is something I already do subconsciously during the day but, I would like to make a more conscience effort to record data from my assessments. Students also need immediate and specific feedback so that they can learn from their successes and mistakes. A great way to assess she talked about was to ask open-ended, thought-provoking questions to your students. Having a conversation with the student to find out their perception and understanding of something can be very beneficial. When we give our students written assessments such as, multiple-choice or true-false all of the time, we are taking away their ability to tell us what they know. I also think it is important when you are assessing your students to assess yourself as a teacher; if the majority of the class does not understand something, it is probably because it was not taught effectively.
She also discussed ways to group students in reading groups. I found this to be very difficult and still do. I really do not understand how to form reading groups without doing it by ability, especially as a new teacher. I hope to learn more about this in class.
She also discussed ways to group students in reading groups. I found this to be very difficult and still do. I really do not understand how to form reading groups without doing it by ability, especially as a new teacher. I hope to learn more about this in class.
Chapter 4
This is my favorite chapter so far. I think that focusing on meaning is so important. Students need meaning and purpose behind what they are reading, writing, etc. to make it relevant to them. I remember learning countless formulas in algebra and when I questioned my teacher about how I would use them in the real-world, he had no answer. Therefore, I did not feel that learning the material was important and put minimal effort into the class. Another good point she made is to demonstrate what you want the students to do instead of just telling them the instructions. A lot of students need visual reinforcement to go along the verbal. I also liked the point she made about textbooks being beyond the students reading levels. Students have a hard time reading the words; because of this, they spend all of their energy focusing on reading the word and lose the meaning. Even when books are on the students reading level I have found that little understand what is going on in the story. I feel there is a lot of emphasis on reading words but, not enough on understanding what is being read. I have also found that students have a hard time moving from literal thinking; impeding things such as character analysis, inferring, and predicting. I feel one of the biggest challenges I face as a teacher is making everything flow together while fitting in all of the required standards.
Live a Full Life
Wow! This is what I aspire to do. I try to tell myself to take the time to do more of the things I enjoy - if only I had more energy and hours in the day. We want our students to live a full life and be well rounded. We can do this by modeling and telling them stories about our lives. Regis tells us we should have more fun and rely on hope. I need to remind myself of this each day.
Put Coaching Into Practice
I would like to know more about coaching because I have never had a coach as a teacher. I could have probably used one. I wonder how much coaching gets done because I would assume teachers feel like they don't have enough time in the day. I think it is a great idea to have the Principle serving as a coach and giving feedback about what he/she witnesses in the classroom. I wonder how many Principles take time each day to go into the classrooms and witness what is going on.
Teach For Independent, Self-directed Learners
I enjoyed this chapter. I feel it is very important to give students the skills, the guidance, the demonstrations so that can learn to do tasks on their own. Once we give them the skills and the confidence they can develop and enhance their skills on their own. Regie said that the students must need and what to learn, have background knowledge, admire and trust the teacher, should be shown how to do it, learn enough strategies, and apply learning to new contexts. Boy, I wish that Regie could have visited my classroom when I was a student. I remember having to read the directions and then be expected to know how to do an assignement. There was not a whole lot of demonstration and strategy for students when I was in school. If I woud have seen more demonstrations and learned strategies I probably would have had an easier time learning new skills.
Embedded Assessment in All Teaching
Regie tells us that assessment should be interactive assessing in teaching by listening, observing, taking notes, and rethinking. We should ask our students guided questions to see how well they understand the material we are teaching. We should provide useful feedback that is: specific to the task, descriptive, uses language and concepts that the students can handle, tells the children what they did well, include demonstrations and step-by-step help.
We need to figure out if the students know and understand the expectations for the task, can tell you what they are doing, focused on deeper thinking, and engaged in learning.
I think if we do interactive assessment than it will help us to find out which children are not understanding the task or skill and then we may need to change the presentation or practice. If we keep in mind that the goal is to have the children understand why we are learning tasks and have they engaged in the learning process they will retain the information for a longer period of time.
We need to figure out if the students know and understand the expectations for the task, can tell you what they are doing, focused on deeper thinking, and engaged in learning.
I think if we do interactive assessment than it will help us to find out which children are not understanding the task or skill and then we may need to change the presentation or practice. If we keep in mind that the goal is to have the children understand why we are learning tasks and have they engaged in the learning process they will retain the information for a longer period of time.
Friday, July 9, 2010
Chapter Two: I Can Do It
This chapter is an excellent theme for any classroom! The real life examples, personal stories, and "celebration" incorporated into the learning process are valuable tools for every student. I like the section on ensuring all voices are being heard as the author describes a student who started reading during an interactive read aloud with a whisper and eventually, through making it a priority to have her involved in classroom conversations, her voice became louder and she was smiling too. In my classroom, I had a student who struggled with stuttering and when it was his turn to read aloud, I must admit, I always got a little nervous, but through his willingness to try, my encouragement, and the respect of his fellow students he would read his portion of the text with a smile. Writing for valued audiences and purposes seems to be a great way to get students passionate about writing and in turn learning the skills needed to compose a piece of writing. I thought the kickball rule story exhibited a very tangible way to have a classroom discussion, write down thoughts, and find a solution to the issue at hand. Celebrating and cheering students on motivates each individual in a mighty way -- they begin to believe in the Can Do It concept!
Chapter 1: Look Beyond What You Can See
In reading Chapter One, I was reminded how important it is to enter your classroom on a daily baisis with a positive outlook on the "possibilties" of learning in many different ways. Being an encourager while teaching and tapping into the various avenues in which to motivate students individually, will hopefully help the classroom as a whole to "Aim High." The section entitled Raise Your Expectations explains well the benefits of having high expectations in every classroom setting and using engaging curriculum and strategies to peak the students interest and encourage participation that results in happy learning.
Chapter 5
The more I read, the more I admire our teachers. This method of teaching literacy is so different from the one I used many years ago. I thought I was a good teacher, that most of my students were learning.....Now I think I would like to go back and have the chance to teach this way and see what the results would be. I am sure it would be exciting to have Regie in the classroom, demonstrating these techniques of responsive teaching, with useful feedback that is specific and aimed at instructing, rather than general praise. And to experience the students beginning to be able to give themselves their own feedback as they move toward independence.
I was also interested to read about grouping again, and to see that she does not generally use homogeneous grouping once students are readers. I agree that until that time, grouping by ability is beneficial when teaching basic skills and strategies. I also agree with her point about summative assessments not providing a comprehensive picture of a child's achievements. There were times when I was teaching that were discouraging because it was obvious that some standardized scores from my students did not truly reflect their accomplishments. Formative assessments are more accurate in my opinion too.
I was also glad to see that she encourages teamwork among teachers, and that she advocates additional classroom support that is so necessary for success. And I was impressed with the example of Thommie Piercy who met with each teacher to talk about the reading progress of every student!!
I was also interested to read about grouping again, and to see that she does not generally use homogeneous grouping once students are readers. I agree that until that time, grouping by ability is beneficial when teaching basic skills and strategies. I also agree with her point about summative assessments not providing a comprehensive picture of a child's achievements. There were times when I was teaching that were discouraging because it was obvious that some standardized scores from my students did not truly reflect their accomplishments. Formative assessments are more accurate in my opinion too.
I was also glad to see that she encourages teamwork among teachers, and that she advocates additional classroom support that is so necessary for success. And I was impressed with the example of Thommie Piercy who met with each teacher to talk about the reading progress of every student!!
Chapter Three
As teachers, students think they were are suppose to know everything or be an "expert at smartness." For us to be true experts, we need to be continuous seekers of knowledge; especially in our field. As a new teacher I am still trying to find my belief systems and effective practices. I agree that we need to question our practices and evaluate what is really working and what is not. I feel it is important to look to your colleagues for new ideas and different ways of teaching. To be an expert in our field we also need to keep up with research and practice new things in our classroom.
I feel that it would be very easy to get stuck in a routine where you reuse the same things each year because it is already planned and prepared. From the experiences I have had, there are so many other demands on teachers that finding the time to implement or even research new practices can be the real challenge. One practice I will take from this chapter is modeling for students how to read and write.
I feel that it would be very easy to get stuck in a routine where you reuse the same things each year because it is already planned and prepared. From the experiences I have had, there are so many other demands on teachers that finding the time to implement or even research new practices can be the real challenge. One practice I will take from this chapter is modeling for students how to read and write.
Chapter Two
I love the real-life examples she uses! I especially liked when she was talking about her father after he had his stroke and how giving him reasons to fight helped him to recover quickly. I feel it is extremely important to give our students reasons for why they are learning certain material. When students feel they are doing something for a purpose, then they put more effort into the work. I also like that she gave her students an audience for their writing besides the teacher. Giving students a purpose and audience for their writing makes the end goal clear to the students. When I was doing my long-term sub I taught letter writing. When it came time for the students to write their own letters, I let them choose to whom they wanted to write their letter. The students were very excited and engaged in this activity because, they knew that they would be able to deliver the letter to whom they had written it to. I found that my students worked harder on this assignment than the prompt writing for PASS. I really feel the reason for this was because they had a real audience and purpose for the letter writing.
In creating an "I can do it" environment I think one of the most important things she talked about was giving specific praise. Telling students things like "good job" means nothing to them. It is important to find specific things that students have done well and make a point to let them know. Finding something to praise a child about will greatly boost their confidence in themselves as learners. We like to be praised specifically for our work and so do they!
In creating an "I can do it" environment I think one of the most important things she talked about was giving specific praise. Telling students things like "good job" means nothing to them. It is important to find specific things that students have done well and make a point to let them know. Finding something to praise a child about will greatly boost their confidence in themselves as learners. We like to be praised specifically for our work and so do they!
Chapter One
First of all, I find what Regie does fascinating. The idea of someone with such expertise being able to come into your classroom and guide you for an entire week would be amazing. As a new teacher I would find something like this very beneficial.
I especially liked reading the part about having high expectations for all students. I have always believed that high expectations need to be set for all students. Students will only jump as high as we set the bar. I was always disappointed when I would go into a classroom to observe and see students finishing their work rapidly with little effort put forth. In these cases the work that was given to them involved very little critical thinking and a lot of regurgitating information. These students were not given a challenge and were not being held to high expectations; they were simply going through required work that was put in front of them. Where there are low expectations there is also low engagement in learning.
I also found the part about teachers making excuses for less fortunate students interesting. It is easy to feel sorry for students who are in a bad situation and because of that, have lower expectations of them. I truly believe this is the worst thing you can do for that student because, it is only going to hurt them in the long-run.
I especially liked reading the part about having high expectations for all students. I have always believed that high expectations need to be set for all students. Students will only jump as high as we set the bar. I was always disappointed when I would go into a classroom to observe and see students finishing their work rapidly with little effort put forth. In these cases the work that was given to them involved very little critical thinking and a lot of regurgitating information. These students were not given a challenge and were not being held to high expectations; they were simply going through required work that was put in front of them. Where there are low expectations there is also low engagement in learning.
I also found the part about teachers making excuses for less fortunate students interesting. It is easy to feel sorry for students who are in a bad situation and because of that, have lower expectations of them. I truly believe this is the worst thing you can do for that student because, it is only going to hurt them in the long-run.
Chapter 4: Focus on meaning first
'If we focus on meaning and content first..., we can't help but succeed and teach all the necessary skills.' Regie tells us we must rely on a whole-part-whole teaching approach, making sure students are clear about why you are doing something. Their activities and assignments should have purpose that makes sense to them. And most of the daily reading time should be spent actually reading what they choose. When we plan, we should give priority to what we want the learner to know and be able to do. She stresses that this does not mean having a narrow focus of mastering a skill or standard. Our plan should start with "what matters most to this child". And we should encourage our students to work as independently as possible, with the teacher alongside, guiding. Our curriculum needs to be interesting and relevant to them, and ever changing. And at the heart of our instruction must be teaching for understanding. Using techniques such as the teacher reading aloud, taking time to relay her thoughts to explain unfamiliar vocabulary, and encouraging questions are also important.
Reading this chapter emphasizes for me the importance of resource teachers, assistants, and coaches. This is an overwhelming task for the classroom teacher alone, and she needs encouragement and support. It is also important for the struggling students to have more individualized attention. I hope that our district gives these teaching positions the importance they deserve.
Reading this chapter emphasizes for me the importance of resource teachers, assistants, and coaches. This is an overwhelming task for the classroom teacher alone, and she needs encouragement and support. It is also important for the struggling students to have more individualized attention. I hope that our district gives these teaching positions the importance they deserve.
Thursday, July 8, 2010
chapter 3
I think I would love to have her job....visiting schools for a week and focusing on the positives, energizing the students. And she has time to read for pleasure! Ha, but seriously, most teachers I know are already so very busy. Yes, I agree that in a perfect world this would be great, but the reality is that the classroom teacher today is so busy outside of class already. The math program and the reading program in our district require so much planning and preparation to make them work. I'm not even in the classroom right now, and I am skeptical about the time commitment she is asking of educators. I know it would be wonderful for us to have continuous education and conference time with the other teachers in the school, and I know this IS what we should strive for. Once again, I must say how much I admire teachers and the time and effort they put in to be successful, and to help their students learn. And I agree with her when she says we must be protective of the limited time we have, and put children and teachers first, and paperwork second. Also, I agree that technology must be used wisely, and I am grateful that we are in a district where we have access to this, and where teacher education does have a priority.
I was surprised to read in this chapter that research does not support ability grouping. Does this mean with middle and high aged students school too?
And I agree that communication is key, especially establishing positive communication before any other may be needed. Relationships are so important, and do affect our success as teachers. And yes, thank you to our principals, who surely don't have time to read for pleasure!! All kidding aside, teachers really deserve to be paid a lot more!
I was surprised to read in this chapter that research does not support ability grouping. Does this mean with middle and high aged students school too?
And I agree that communication is key, especially establishing positive communication before any other may be needed. Relationships are so important, and do affect our success as teachers. And yes, thank you to our principals, who surely don't have time to read for pleasure!! All kidding aside, teachers really deserve to be paid a lot more!
Chapter 2
"I Can do it!" What a great attitude, and yes, I agree that we should foster this in our students. All teachers should be respectful, kind, and encouraging, while keeping their high expectations and treating all children equally. It is sad, once again, to think that this might not be the norm in classrooms across our country. The emphasis on writing and the power it has helps me to understand better why my son did this so much last year in kindergarten. And I'm glad he did. I think that this is a wonderful skill, and we haven't paid enough attention to it in the past. And it seems to be a smart way to teach reading as well. Makes sense! Yes, the celebration idea is great too, especially with children who are struggling and don't have much self confidence. And making it specific is important. I'm going to try to do more of that at home too. "Noticing what's done well can change a child's life." We knew it already: teachers are so important! Wish everyone else realized that!
Wednesday, July 7, 2010
Look Beyond What You See
Just finished the intro and first chapter. Wow, what awesome success stories from struggling students. As an educator, it is sad to think that teachers don't look at children as equals, that we may even label and condemn them before we even begin to teach. I hope this is not the norm in our schools. I agree with the author that we should assume all students are smart and treat them that way. I also agree that we as teachers should expect a lot from them. Is it possible to expect too much? She says no, but I'm not sure I agree with that. I do agree that our students should be challenged, encouraged, given positive feedback, and be taught how to learn.
Already in comparing her strategies to the way I was taught,it is almost like comparing night and day. And when I taught, our curriculum for language arts was also very different. I am encouraged by the success stories, and am eager to read on and see how the balanced literacy program works.
Already in comparing her strategies to the way I was taught,it is almost like comparing night and day. And when I taught, our curriculum for language arts was also very different. I am encouraged by the success stories, and am eager to read on and see how the balanced literacy program works.
Personal introduction
My name is Kathryn Satterfield. I will be teaching second grade next year at Chapin Elementary School after spending the past 20 years in kindergarten. I look forward to preparing for this new challenge and am excited about the upcoming school year.
Become an "Expert at Smartness"
"Expert at Smartness" - I think this is cute and isn't it what most children think of their teachers. They expect us to have all the answers. Therefore, we have to be continous learners. If we want our students to have a thirst for learning that is what we should do. I love going to conferences and workshops. It refreshes my energy for the things I have been doing for a long time. Fellow teachers are also a great inspiration for me. To see what works for them and what doesn't work for them.
I thought it was interesting in this chapter to talk to your Principle about the programs we use and the changes that we as teachers may see as needing to be changed. We may notice teaching practices that are not effective and may be able to do things in a way that will help the children better than the program advises
I thought it was interesting in this chapter to talk to your Principle about the programs we use and the changes that we as teachers may see as needing to be changed. We may notice teaching practices that are not effective and may be able to do things in a way that will help the children better than the program advises
Create an "I Can Do It" Learning Environment
TRUIMPH changes everything! - I love that. That is so true. Think about times in your life when you thought you could not do something but some how and some way you were able to. Didn't it make your confidence soar?
We have to help students discover the possibilities- they can be anything they want to be.
We need to help all voices be heard through encouraging participation (this includes the child in the back of the class who seems to fade into the background).
We have to demonstrate the power of writing and teach the children they can accomplish something with writing.
CELEBRATE - cheer the students on even for small accomplishments, "I can really tell you worked hard on that!" "Wow, what a wonderful idea!" Our students need to know that we believe in them.
We have to help students discover the possibilities- they can be anything they want to be.
We need to help all voices be heard through encouraging participation (this includes the child in the back of the class who seems to fade into the background).
We have to demonstrate the power of writing and teach the children they can accomplish something with writing.
CELEBRATE - cheer the students on even for small accomplishments, "I can really tell you worked hard on that!" "Wow, what a wonderful idea!" Our students need to know that we believe in them.
Look Beyond What You See
I found it encouraging to have a reminder to assume that each child is capable of learning to read and write. Sometimes we do set our expectations too low because of certain limitations we see the child as having. I have meet parents who will tell me that "Oh, my child can't do that! He is a terrible writer!" The expectations for the child have already been set so as not to expect much. We have to set high expectations for our students and then find the tools to get them there. I know with my own children, I have seen them beliveve that they can not meet a new challenge and then when they realize they have support and tools to conquer the challenge their confidence rises. The conquest of a task that they did not believe they could achieve leads to a rise in confidence in other areas of their lives. Let us always set our expectations high and help children believe they can do it!
Sunday, July 4, 2010
Introductions
Hello everyone and welcome to our blog!
We are looking forward to hearing from you soon!
Christy Martin
Chapin Elementary School
We are looking forward to hearing from you soon!
Christy Martin
Chapin Elementary School
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