Regie also makes a great point when she states that "literature is one of the most powerful ways we educators can connect to our students." I need to make a conscious effort to add more books in my classroom library where my students encounter characters that are much like themselves.
What are some points that stuck out as you all read this chapter?
I agree- it is very easy to be sympathetic- but at the same time I still need to keep the bar raised. "Every child has strengths, we just need to see them and begin our teaching there." For me, that means being more flexible and fluid in my approach.
ReplyDelete"We have to work smarter and teach all kids how to learn so they can go on learning" Life long learners!
One quote that stuck with me in this chapter ( chapter 1 ) was on page 11 "It is not enough for us to work hard, teach the skills and prepare students to take standardized tests. We have to work smarter and teach all kids how to learn so they can go on learning." Sometimes it is hard to balance all of these responsibilites and it really makes you think just how truly important our job is and what lasting impact we have on the children we teach.
ReplyDeleteI agree it is essential to use trade books and real literature rather than basal readers to interest students in reading and help them learn how to read. I need to keep in mind the make-up of my student population when I gather books for my classroom library. After reading the first chapter it struck me again how brutally honest (and insensitive) Regie Routman often is with her students as I remember watching the videos of her conferences with students. Christy, I know you really like her message, but I have a difficult time looking past her constant need to talk about herself to really consider what she has to say.
ReplyDeleteI set out on a mission a few years ago to add many more multicultural books to my classroom library. What I realized is that all I really had to do was take a more intentional approach to using the books I already had. There are connections in every single book. Stories hit kids differently, and sometimes you may not know that you've sparked a positive or negative thought in children until you see/hear their reactions. On the contrary, I've also learned to use books with the purpose of sparking interest or tecahing social skills.
ReplyDeleteMoving grades from 5th, to 2nd, to Kindergarten has taught me that we have to teach kids to THINK. I think that Regie is drives this point in her books. I also remember a video of her where I took a note that said "don't dumb it down" speak into kids what you want them to learn. As I watched her, I also thought she came across harsh or demanding, but it's true!
There is a thought in chapter 1 that really stuck with me; once they enter the doors of the school we have an obligation to help them reach their fullest potential and we need to see each child as capable. I have taught Kindergarten in the past and will be teaching 3rd grade this coming school year. I think it is easy to accept each child in Kindergarten because they come to you with no background from another teacher. In other grades, the child comes to you with a folder full of stuff and teachers ready to fill you in on what they can and can not do. While sometimes this is helpful,it can also give you a preconceived idea about the child. We need to make sure we make our own decisions about the child.
ReplyDeleteI am one of those teachers that likes to do ALL the talking. The section in Chapter 1 entitled "Ensure That All Voices Are Heard" made me stop and think about even though I say I value my student's thoughts and opinions, I may not always demonstrate that through my intereactions with them. I am the one that is constantly talking and trying to get them say what I think they should be saying. It is my responsibility to encourage more student talk and appreciate their efforts and approximations as opposed to always wanting them to get it right!
ReplyDeleteI was able to make a lot of connections to the section of chapter one titled "Value Diverse Languages and Cultures." It made me think of my students who are pulled out for special education services, and despite the pull-out, "they seek to be part of the learning community"(p. 9). The fourth bullet on page nine really struck me: "Do what you can to ensure that students who need rich language experiences are not pulled out of the classroom during read-alouds, shared reading and writing, and other reading and writing activities." I believe that there is more I can do to ensure that my students who are pulled out are provided with more support when they are in my classroom. And instead of correcting my students (and suppressing my natural inclination to speak FOR my students), I need to use more inviational phrases like: "Tell me more about that" or "Say more about why you think that." By building students up and showing them I value what each of them has to say, I'm also pushing them to articulate their thoughts, thus raising the expectations in my classroom.
ReplyDeleteI think it is so important to look beyond what you see on the surface. I know that I am only human and will try to greet my students on the first day with no preconceived beliefs. It's hard to take ownership of all of your students equally. On the first day, I already find myself placing children into the high, medium, and low guided reading groups. However, you are dealing with a whole child and not just a Map test score to improve or Dominie level to move. The hardest thing for me, as a second year teacher, was to celebrate the growth each child made and not just compare them to where they should be at the end of the year. This chapter has solidified my beliefs even more that you should assume that all students are smart and capable. I wish there could be a "whole-school 'takeover'" for each child, and I think that can happen when there is ongoing and focused talk between teachers, administrators, and interventionists. However, it does start with a classroom teacher having high expectations, having caring relationships with students, and having a vision to strengthen each child's future.
ReplyDeleteI have only formally taught ELA to 4 year olds. I agree with Maria when she said those children come to you with no background from another teacher in the school, so it is easier to get to know each student without any outside bias. It was nice to teach without MAP, PASS and Dominie being an ever present stressor. Each child came with different experiences and knowledge and we were able to learn so much from each other. It was easier to celebrate their gains. But now I teach 4th graders.
ReplyDeleteHigh expectations for each student have always been a big part of the way that I teach my students. When talking to my 4th graders, I speak to them very straightforward. This is might come across as harsh at times, but I am also my students biggest advocate. I would do anything for any of my students. I think this is what Regie is talking about in this chapter. She is not trying to upset anyone, but she doesn’t sugar coat. It is hard to listen to sometimes (right Amy?), but look at what she is willing to do for each and every child. She barely knows these kids but look at the impact she makes on them. They know she cares.
The relationship that is created in the very beginning is a big part of how well you are going to be able to teach and reach each child in your room. Do each of my students know how much I care about them and what I am willing to do to help them succeed? I certainly hope so.
I can relate to what Maria is talking about too. When I get a new set of students, I make it a point not to look at their permanent resords,their reading levels, grades in various subject areas,test scores, or read about their behavior issues. If teachers come to talk to me, I ask them to tell me how they can help me help the student as a learner. I ask teachers to please give me positive comments about the child. I really like to get to know the child as a person first then maybe look back at past records about that child.
ReplyDeleteWow, Maria, I could really relate to what you said. It is SO much easier when you teach kindergarten or first grade because there are no preconcieved notions when they come to you. This year, teaching fourth grade, I really saw how much the "baggage" starts to build up with each child by the time they get to fourth grade. So many of them have already given up on themselves...that made me sad but made me work even harder!
ReplyDelete