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!"
Sunday, July 11, 2010
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.
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