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.