Meaning First and Plan with the End in Mind
Many of you remember “New Math!” New Math drove my dad nuts! Why change the way math is taught when “Old Math” was just fine?? 2+2 still = 4, so why the paradigm shift?? Dad went to his grave resistant to the big change and thinking that Mrs. Mayer must’ve been a communist incognito!
Well, I didn’t intend to drive the parents of my students nuts, but I think that sometimes change can create chaos! So, lots of peanut butter was made this past year! I spent a lot of time smoothing out the nutty parents as I attempted to lay the ground work for my Future Readers and Writers of America club.
None of my children came to me concentrating on pictures first. They absolutely stiffened when I covered the text in our big books. They wanted to read the words~~~rather, they wanted to sound out the words and call it reading. After all, isn't that "school reading?" Well, challenging doesn’t even come close to the word used to describe the chore of teaching the children and reteaching the parents to think about meaning first, not sounding out first. One of my main “Ends In Mind” was to guide the children to constantly think while reading or being read to~~~to listen to be sure the text made sense, sounded right. We worked on various strategies to attack unfamiliar words. The last strategy to be used was to sound the word out. The children created a list of things to do to figure out unfamiliar words. First, look at the picture!!!!! Next, bump the unfamiliar word and keep reading the sentence. Go back and reread the sentence asking what would make sense in the space. Does that word fit? Does it look right? Eureka!
It took a little while, but eventually the parents bought into “New Reading!”
Riley said it best when I asked her how in the world she was able to read a book she was proud to have just read to me.
“Well, I wooked at the pitures first. Then, I finked and finked. Then, I just read it!!”
My children left me at the end of the year knowing in their bones and bodies that reading is meaning, and readers think while they are reading!
What a Celebration!!!
Saturday, June 12, 2010
Friday, June 11, 2010
Put Schoolwide Coaching into Practice : Chapter 7
While reading this chapter I began to fully understand and appreciate the job and responsibilities of not only a Literacy Coach but of the job of the teachers within a school as part of an ongoing always progressing literacy team. Now that our Literacy Coach is being cut:(( due to the budget), it will become essential to as Regie did, to coach each other and build the trust needed to progress and grow in literacy. I know it is important to be open and trusting to positive and negative feedback/ suggestions from colleagues. This sometimes can be extremely hard for me ( I am a softy), especially if that trust and/ or respect is lacking and how the feedback is worded. I definitely agree with Regie by starting with the positive, then ask the teacher what she thinks she could have done differently and go from there. This is much more conducive and welcoming in my opinion. I also like the idea of taking the time to self reflect and self evaluate. A lot of times, I feel so rushed that I sometimes don't do this after every lesson but is something I would like to improve upon.
I think that the Looking at Your Teaching chart will be extremely helpful for me to use to evaluate my personal teaching, to build my confidence and help me to better reflect, so that I can make the appropriate adjustments where needed. In the end I like what Regie says, " While a school-wide coaching partnership is a challenge to implement,the payoff is huge: increased collaboration, more effective teaching, higher student achievement. These benefits help lessen the pressure of being observed and remind teachers and administrators of the larger purpose: celebrating successes, getting new ideas, refining teaching and assessing and keeping a focus on students." I am looking forward to all of this, the increase in my confidence and the success of my students and school:)!
I think that the Looking at Your Teaching chart will be extremely helpful for me to use to evaluate my personal teaching, to build my confidence and help me to better reflect, so that I can make the appropriate adjustments where needed. In the end I like what Regie says, " While a school-wide coaching partnership is a challenge to implement,the payoff is huge: increased collaboration, more effective teaching, higher student achievement. These benefits help lessen the pressure of being observed and remind teachers and administrators of the larger purpose: celebrating successes, getting new ideas, refining teaching and assessing and keeping a focus on students." I am looking forward to all of this, the increase in my confidence and the success of my students and school:)!
Teach Responsively and Provide Feedback
This section of Chapter 5 really spoke to me because it reminded me of my Responsive Classroom training. If we are to create a safe environment where students feel comfortable taking risks, then we have to use responsive teaching. When students are able to have a deep and thoughtful conversation during the lesson, the teacher can use that information to plan for future teaching or make changes to the lesson while it is going on in order to clarify misconceptions. Our challenge then is to not get lazy and resort back to the "telling teaching" because we are so pressed to cover standards. We have to be okay with not getting to everything that we planned in our lesson because the conversation ran long. I liked Regie's list of requirements for responsive teaching and was challenged to remember that I should not repeat what students have said in order to show respect for what they have said and also to encourage students to listen to one another.
Another part of teaching that often gets put on the back burner during the standards covering frenzy is feedback, and I am guilty of this. Too often I give the praise or advice responses instead of providing them with constructive information that they can use to improve their quality of work. So again, I will be challenging myself to use more effective feedback in an effort to make them accountable for evaluating their own learning and work so they become self motivated, independent learners.
Did any of you feel the same way?
Another part of teaching that often gets put on the back burner during the standards covering frenzy is feedback, and I am guilty of this. Too often I give the praise or advice responses instead of providing them with constructive information that they can use to improve their quality of work. So again, I will be challenging myself to use more effective feedback in an effort to make them accountable for evaluating their own learning and work so they become self motivated, independent learners.
Did any of you feel the same way?
Just Some Thoughts After Reading A Little
First of all, I do not like posting my picture!
I love the passion that Regie still has for literacy and children even after 40 + years of being in the field. I know, in the most passionate way, that all of my children are capable of greatness in the areas of reading and writing. I struggle with the element of time. I have searched and can’t find two extra seconds to rub together during the school day. Therefore, I must learn to make the absolute most or even more than the most out of the precious time I have. As I reflect on the year just completed, I ache for the children for whom I feel I have short changed. I see the faces of the little K-5ers that needed more support than I gave them. I definitely need support in this area of my development.
Another struggle that I face each day is in writing. When working with emergent writers, I find that many are capable of putting their thoughts down onto paper in a way that I can decipher their thoughts. However, often times when the author of a piece attempts to read his writing, he is unable to read his own piece. In discussing this dilemma with other professionals, they, too, have had the same experience. Is this a “normal” developmental stage for emergent writers? How do I help that child/ren be able to cross that bridge more effectively?
In reading the passage about “doing more writing for valued audiences and purposes,” I had a thought. Kindergarten children seem to love writing because it is novel and “a thing” that grownups do. Therefore, writing is so very cool to the five/six year old child! I have worked with a few kindergarten children who are reluctant writers. I am thinking of one child in particular, that I shared with our Reading Interventionist this past year, who just shuts down. His primary language is English. He does exhibit a strong control of the language and of vocabulary. He knows how “stories” work. He just shuts down. He is very artistic and does a beautiful job drawing his stories, and he has demonstrated that he is ready to begin putting words to his pictures. He has control of letter/sound match and is able, with assistance, to sound-blend words. Some thoughts that I have on how to encourage all writers, but especially the reluctant writers, is to have Pen Pals…..I know….this is not a new idea at all. However, for a tiny little K-5er, to write to and receive replies from various people in the school, such as administration, custodians, cafeteria folks, teachers that a child knows via siblings, just might give these reluctant writers a reason to compose.
I love the passion that Regie still has for literacy and children even after 40 + years of being in the field. I know, in the most passionate way, that all of my children are capable of greatness in the areas of reading and writing. I struggle with the element of time. I have searched and can’t find two extra seconds to rub together during the school day. Therefore, I must learn to make the absolute most or even more than the most out of the precious time I have. As I reflect on the year just completed, I ache for the children for whom I feel I have short changed. I see the faces of the little K-5ers that needed more support than I gave them. I definitely need support in this area of my development.
Another struggle that I face each day is in writing. When working with emergent writers, I find that many are capable of putting their thoughts down onto paper in a way that I can decipher their thoughts. However, often times when the author of a piece attempts to read his writing, he is unable to read his own piece. In discussing this dilemma with other professionals, they, too, have had the same experience. Is this a “normal” developmental stage for emergent writers? How do I help that child/ren be able to cross that bridge more effectively?
In reading the passage about “doing more writing for valued audiences and purposes,” I had a thought. Kindergarten children seem to love writing because it is novel and “a thing” that grownups do. Therefore, writing is so very cool to the five/six year old child! I have worked with a few kindergarten children who are reluctant writers. I am thinking of one child in particular, that I shared with our Reading Interventionist this past year, who just shuts down. His primary language is English. He does exhibit a strong control of the language and of vocabulary. He knows how “stories” work. He just shuts down. He is very artistic and does a beautiful job drawing his stories, and he has demonstrated that he is ready to begin putting words to his pictures. He has control of letter/sound match and is able, with assistance, to sound-blend words. Some thoughts that I have on how to encourage all writers, but especially the reluctant writers, is to have Pen Pals…..I know….this is not a new idea at all. However, for a tiny little K-5er, to write to and receive replies from various people in the school, such as administration, custodians, cafeteria folks, teachers that a child knows via siblings, just might give these reluctant writers a reason to compose.
Thursday, June 10, 2010
Student Dependency?
As I was reading this section of Chapter 6 I continued to question myself as an educator- How can I do a better job of teaching students to be more accountable for their own learning? Students need to be taught how to evaluate themselves as learners. This is a skill that for some is easy- some students are naturals at this skill. They have a critical eye, they have the ability to see the big picture- the end result. There are those students who really need more guided practice- I love when Regie talked about "hand holding". It is not necessarily a bad thing- some students require much more "guided practice". How can we expect students to do this "on their own" if they are not confident in their own abilities. They gain confidence by lots of practice.
Teach For Independent, Self Directed Learners
Teach For Independent,
Self-Directed Learners
I love what the little third grader said after a Regis residence. “My brain hurts from all the thinking because I never think, but now I’m getting smarter.” Later she even said that her brain felt bigger, and that she had knowledge in her head and that she felt great. Wow! She was a struggling reader too.
We need to quit fixing up all the writing for them. If you teach children to monitor and evaluate their own work and direct their revision process right from the start, they can shock you with what they are capable of. We want our students to be independent problem solvers directing their own learning and setting their own goals. We can't do it for them!
When reading this chapter, I was very interested in what Regis said about using scaffolded conversations. They are so powerful. I love how she did the thinking out loud while helping a student pick out a writing topic, also offering help developing the topic. I, too, like to jot or capture students’ ideas by putting them on sticky notes and attaching them to their paper. This paper trail will remind them that their ideas are important, and later it will encourage or remind the learner what to do. This record of their thinking will give them the courage to work independently.
I really enjoyed reading the part about teaching students to self-monitor and self evaluate. I love the part when Regis talked about even young readers can check their own work if we teach them how and provide the necessary support and expectations. I hope for all teachers to believe this. If we tell them what we expect and hold them to it, usually it will happen. I like the fact that Regis will not accept a paper at all that has not had the basic editing completed. She just hands it back to them. All students can do the basics of editing.
Preparing for testing is so important. Testing is a genre in itself and needs to be treated that way. As a third grade team, this year, we also rewrote the third grade writing rubric. We came up with great demonstrations to put in our frontloading lessons and let small groups practice with writing samples by noticing, talking, sharing, rereading, and explaining their thinking. We were so excited when our students finally took the writing test, because we felt they were much better prepared. A lot of frontloading, guided practice, group practice, celebrations and major hand holding are some of the ways we helped prepare our students for state testing.
Self-Directed Learners
I love what the little third grader said after a Regis residence. “My brain hurts from all the thinking because I never think, but now I’m getting smarter.” Later she even said that her brain felt bigger, and that she had knowledge in her head and that she felt great. Wow! She was a struggling reader too.
We need to quit fixing up all the writing for them. If you teach children to monitor and evaluate their own work and direct their revision process right from the start, they can shock you with what they are capable of. We want our students to be independent problem solvers directing their own learning and setting their own goals. We can't do it for them!
When reading this chapter, I was very interested in what Regis said about using scaffolded conversations. They are so powerful. I love how she did the thinking out loud while helping a student pick out a writing topic, also offering help developing the topic. I, too, like to jot or capture students’ ideas by putting them on sticky notes and attaching them to their paper. This paper trail will remind them that their ideas are important, and later it will encourage or remind the learner what to do. This record of their thinking will give them the courage to work independently.
I really enjoyed reading the part about teaching students to self-monitor and self evaluate. I love the part when Regis talked about even young readers can check their own work if we teach them how and provide the necessary support and expectations. I hope for all teachers to believe this. If we tell them what we expect and hold them to it, usually it will happen. I like the fact that Regis will not accept a paper at all that has not had the basic editing completed. She just hands it back to them. All students can do the basics of editing.
Preparing for testing is so important. Testing is a genre in itself and needs to be treated that way. As a third grade team, this year, we also rewrote the third grade writing rubric. We came up with great demonstrations to put in our frontloading lessons and let small groups practice with writing samples by noticing, talking, sharing, rereading, and explaining their thinking. We were so excited when our students finally took the writing test, because we felt they were much better prepared. A lot of frontloading, guided practice, group practice, celebrations and major hand holding are some of the ways we helped prepare our students for state testing.
Embed Assessment in All Teaching
Embed Assessment in All Teaching
I agree that embedding assessment is a challenge. Having no script can be a little scary. I do feel though it is very important. We do have to really pay attention to the learners in front of us to be able to move them forward. We have to listen, observe, notice, rethink, and be risk takers. We need to remember we are the professionals, and we have to trust our decisions.
If we do not feel comfortable about thinking on our feet, valuable instruction time will not be lost.
I enjoyed the part of chapter 5 that discussed teaching responsively. I especially think that all teachers need to be reminded to validate all student responses. It is so easy to try to do the talking for the child, because you usually feel rushed to “cover” the material. I think rephrasing student responses to nudge them to think more deeply is so smart.
Skillful questioning is so important across the curricular areas. I think it helps me to actually post the deeper level questions in my plan book or even in my classroom to remind me to use them. I actually try to have examples of higher level questioning in my textbooks, near my conferencing table, and when I’m at my computer as a constant reminder. It is so easy to fall back into the surface level questioning, I need a constant reminder.
Feedback is crucial! I have found that taking pictures with my camera of children doing something well is a powerful tool. Sometimes I show the entire class what the child accomplished, and often I have the picture up on the SmartBoard or projector as the students enter class. This idea really works well in Writer's Workshop during editing and revising. Seeing what is done well, and correctly in print, creates a very powerful picture. This also shows the students and the rest of the class that their work is validated.
Another part of chapter 5 that intrigued me was the part about grouping students. I agree with what Regis said about grouping. I know that students do learn so much from each other. I also agree that we should continue to use small guided groups that are flexible. I learned while reading this part, that I need to do a better job of assessing what students accomplished within that small group. I need to have a better system to remember how well each student actually comprehended what we were learning. I think having a few questions to answer at the end of a lesson is one good way to check for understanding.
I really enjoyed this chapter, and I plan to rely on the Ongoing Assessment Framework to guide me in helping students check for understanding before, during, and after instruction.
I agree that embedding assessment is a challenge. Having no script can be a little scary. I do feel though it is very important. We do have to really pay attention to the learners in front of us to be able to move them forward. We have to listen, observe, notice, rethink, and be risk takers. We need to remember we are the professionals, and we have to trust our decisions.
If we do not feel comfortable about thinking on our feet, valuable instruction time will not be lost.
I enjoyed the part of chapter 5 that discussed teaching responsively. I especially think that all teachers need to be reminded to validate all student responses. It is so easy to try to do the talking for the child, because you usually feel rushed to “cover” the material. I think rephrasing student responses to nudge them to think more deeply is so smart.
Skillful questioning is so important across the curricular areas. I think it helps me to actually post the deeper level questions in my plan book or even in my classroom to remind me to use them. I actually try to have examples of higher level questioning in my textbooks, near my conferencing table, and when I’m at my computer as a constant reminder. It is so easy to fall back into the surface level questioning, I need a constant reminder.
Feedback is crucial! I have found that taking pictures with my camera of children doing something well is a powerful tool. Sometimes I show the entire class what the child accomplished, and often I have the picture up on the SmartBoard or projector as the students enter class. This idea really works well in Writer's Workshop during editing and revising. Seeing what is done well, and correctly in print, creates a very powerful picture. This also shows the students and the rest of the class that their work is validated.
Another part of chapter 5 that intrigued me was the part about grouping students. I agree with what Regis said about grouping. I know that students do learn so much from each other. I also agree that we should continue to use small guided groups that are flexible. I learned while reading this part, that I need to do a better job of assessing what students accomplished within that small group. I need to have a better system to remember how well each student actually comprehended what we were learning. I think having a few questions to answer at the end of a lesson is one good way to check for understanding.
I really enjoyed this chapter, and I plan to rely on the Ongoing Assessment Framework to guide me in helping students check for understanding before, during, and after instruction.
Great Conversations!
I just wanted to check in and say "hello"! I'm really enjoying the conversations you all are having regarding Regie's book! I'm glad you are getting so much out of it--and we haven't even begun class yet!
We are really looking forward to meeting everyone Monday morning! (In person, that is!)
Becky
Wednesday, June 9, 2010
Plan with the end in mind!
I have been out of the classroom for several years. This was my first year back in a special ed classroom. I have been able to have many "Aha's" while reading this. I have been able to connect the dots with what I learned this year in the classroom. I've also had moments of "clarity" when reflecting on the years of teaching I had done in Florida and in Lexington 1. I only wish I had this book to guide me way back then!
Flexibility rings through this discussion about planning instruction- start with the student, build on strengths. Another point that jumped out at me was to shift from a deficit model (find out what is wrong and fix it) to begin by building on the strengths of students. Teach for understanding! I loved the exampled Regie gave about trying to learning something technical.. How many students leave their grade having felt the same way- yes- I might have "covered the material" but did my students really make that understanding leap.
This leads into teaching responsively. It is so important that we teach our students how to assess their own learning-to "really" know what you know and know what you don't- that is so powerful!
Flexibility rings through this discussion about planning instruction- start with the student, build on strengths. Another point that jumped out at me was to shift from a deficit model (find out what is wrong and fix it) to begin by building on the strengths of students. Teach for understanding! I loved the exampled Regie gave about trying to learning something technical.. How many students leave their grade having felt the same way- yes- I might have "covered the material" but did my students really make that understanding leap.
This leads into teaching responsively. It is so important that we teach our students how to assess their own learning-to "really" know what you know and know what you don't- that is so powerful!
Advocate for Your Students
Something that I have always valued very much is teaching as a profession. I'll never forget my interview with Chapin Middle. Someone asked me where I saw myself in 10 years. I said, "teaching." That's because I do not recognize a higher calling than teaching; I do not believe that there is a profession above it or even a position above it. I've never viewed teachers as "grunt workers" or the "bottom level' of the education profession. Rather, I see teachers as the backbone of education--where the rubber meets the road. I believe that it doesn't matter what mandates come down from district or school level--in my classroom, I am responsible for the education of my students. I am free to determine how that is best achieved.
As a new teacher, my eyes were full of ideals and Utopian school systems. Recently, however, I have become discouraged with how it appears teachers are viewed in our district and in our state. I see teaching as the epitome of the educational system; others appear to view it as a demotion. That's way I was overjoyed to read this section by Routman: "Renowned educational researcher Richard Allington advocates that we examine our state's code of ethics for teachers...and use that code to disavow unprofessional practices. He goes so far as to recommend that we say, "Please put in writing that you want me to violate the state code of professional ethics." To me, this implies that it is our duty as teachers to stop bad methods and practices before they become common place. It says that we don't have to "roll with the punches." I believe Routman expressed this as taking ourselves, as teachers, OUT of the role of the victim and into a role of empowerment, for ourselves and for our students.
This all goes back to what Routman was saying about common sense. Since when aren't teachers the experts? We need to believe in ourselves as professionals, and not be afraid to say, "NO. That is not in the best interest of students." This is not to say that I don't believe in change or experimenting with new practices; I do. But let's face it: we all know that doing one thing--one initiative, one strategy--well would far better benefit our students than adopting several initiatives poorly.
Routman gave a personal experience in this chapter that I also feel is important for administrators to understand about teachers. Routman described a situation in which a teacher asked her opinion of her word wall. At the time, that particular teacher was not looking for criticism, and Routman restrained herself from providing it--constructive or otherwise. Later, when the teacher came back and asked for constructive criticism, she was receptive when Routman provided it. This is huge: we can only handle what we are ready to handle. Good teachers want to master one thing before we jump into something else; sometimes we know something can be revised for the better but we have to experiment first to figure out what works for us and what works for kids. Those two things work hand in hand: no method, no matter how proven, will work for a teacher who does not believe in it. That's why all our classrooms can look so different and yet all be productive--traditional, edgy or otherwise. Good teaching comes from the teacher--the methods may vary.
As a new teacher, my eyes were full of ideals and Utopian school systems. Recently, however, I have become discouraged with how it appears teachers are viewed in our district and in our state. I see teaching as the epitome of the educational system; others appear to view it as a demotion. That's way I was overjoyed to read this section by Routman: "Renowned educational researcher Richard Allington advocates that we examine our state's code of ethics for teachers...and use that code to disavow unprofessional practices. He goes so far as to recommend that we say, "Please put in writing that you want me to violate the state code of professional ethics." To me, this implies that it is our duty as teachers to stop bad methods and practices before they become common place. It says that we don't have to "roll with the punches." I believe Routman expressed this as taking ourselves, as teachers, OUT of the role of the victim and into a role of empowerment, for ourselves and for our students.
This all goes back to what Routman was saying about common sense. Since when aren't teachers the experts? We need to believe in ourselves as professionals, and not be afraid to say, "NO. That is not in the best interest of students." This is not to say that I don't believe in change or experimenting with new practices; I do. But let's face it: we all know that doing one thing--one initiative, one strategy--well would far better benefit our students than adopting several initiatives poorly.
Routman gave a personal experience in this chapter that I also feel is important for administrators to understand about teachers. Routman described a situation in which a teacher asked her opinion of her word wall. At the time, that particular teacher was not looking for criticism, and Routman restrained herself from providing it--constructive or otherwise. Later, when the teacher came back and asked for constructive criticism, she was receptive when Routman provided it. This is huge: we can only handle what we are ready to handle. Good teachers want to master one thing before we jump into something else; sometimes we know something can be revised for the better but we have to experiment first to figure out what works for us and what works for kids. Those two things work hand in hand: no method, no matter how proven, will work for a teacher who does not believe in it. That's why all our classrooms can look so different and yet all be productive--traditional, edgy or otherwise. Good teaching comes from the teacher--the methods may vary.
Focus on Meaning First: Chapter 4
This chapter was like a refresher chapter for me. I have been teaching the core subjects of Science and Math for the past 2 years and will be teaching all subjects next year. The chapter had a lot of refreshers for me that I think will help make my teaching more explicit and meaningful. I LOVE the reinforcement of the whole part whole teaching and staying away from teaching things in isolation. This sometimes to me can seem harder to do but the whole part whole is most beneficial for students and makes learning more meaningful.
I liked the idea of begin reminded to set a relevant purpose the "why" we are doing what we are doing. This always seems to engage my students more and gives them ownership in their learning when they see the importance. I just have to make sure that I am explicit in sharing/creating the why with my students.
The idea of incorporating the following questions as Regie mentioned " What's most important to teach now? What do they know and need to know now?" , will help conserve time and make my teaching more explicit. This also goes along with Regie's idea of being able to teach more in less time, which literally jumped out at me as I read it. I know this upcoming year, I will try harder to teach multiple skills simultaneously, as she mentioned, to better benefit my students and keep those key questions in mind as as I plan for instruction.
"Start with the student and not the standards" spoke to me. I really feel like sometimes we are so standard and test driven that we sometimes, as Regie says, need to remember to " think globally and focus on embedding the skills and standards in meaning." I definitely like the end part of that quote, "in meaning". This statement as a whole will definitely help me as I plan for next year. The idea of making the curriculum challenging by keeping Regie's questions in mind, " What can they do? What do they know" and then go from there, I think can only enhance my instruction and make sure I meet the needs of ALL of my students.
I also liked the idea of teach first and then label. This is something which I admit I have trouble doing. I always like to label first. Regie's thoughts on this really made sense to me and is something I would definitely like to change for next year.
Over all, this chapter had A LOT of key points. I have only touch on a few of them. What were some points that stuck out to you?
I liked the idea of begin reminded to set a relevant purpose the "why" we are doing what we are doing. This always seems to engage my students more and gives them ownership in their learning when they see the importance. I just have to make sure that I am explicit in sharing/creating the why with my students.
The idea of incorporating the following questions as Regie mentioned " What's most important to teach now? What do they know and need to know now?" , will help conserve time and make my teaching more explicit. This also goes along with Regie's idea of being able to teach more in less time, which literally jumped out at me as I read it. I know this upcoming year, I will try harder to teach multiple skills simultaneously, as she mentioned, to better benefit my students and keep those key questions in mind as as I plan for instruction.
"Start with the student and not the standards" spoke to me. I really feel like sometimes we are so standard and test driven that we sometimes, as Regie says, need to remember to " think globally and focus on embedding the skills and standards in meaning." I definitely like the end part of that quote, "in meaning". This statement as a whole will definitely help me as I plan for next year. The idea of making the curriculum challenging by keeping Regie's questions in mind, " What can they do? What do they know" and then go from there, I think can only enhance my instruction and make sure I meet the needs of ALL of my students.
I also liked the idea of teach first and then label. This is something which I admit I have trouble doing. I always like to label first. Regie's thoughts on this really made sense to me and is something I would definitely like to change for next year.
Over all, this chapter had A LOT of key points. I have only touch on a few of them. What were some points that stuck out to you?
Roll Call
Hi! I am Barbara Coffman. I am taking this class to renew my certification. I have been away from teaching for the last 12 years. I spent 3 and half years staying home raising my twin boys and the last 8 and half years running a business with my husband. I am very excited to come back to teaching as it is my true passion.
I am confused. I see the posts that others are making about the readings. Was this book something that I should have recieved in the mail? All I have received so far is my receipt for the class.
I am confused. I see the posts that others are making about the readings. Was this book something that I should have recieved in the mail? All I have received so far is my receipt for the class.
Tuesday, June 8, 2010
"I Can Do It!!"
W-O-W! I have loved reading this book! It has renewed my own "I can do it" spirit! While reading chapter 2 my "Aha Moment" was I can do more writing as a way into reading!...but will add a more valued purpose. This is so important with struggling readers!
When the "Why" is big enough the "how " always comes!
I have not tracked my own reading, as Regie suggested. This is something I will be starting for my own personal growth. Interesting- anyone else track what you read?
When the "Why" is big enough the "how " always comes!
I have not tracked my own reading, as Regie suggested. This is something I will be starting for my own personal growth. Interesting- anyone else track what you read?
Teaching Essentials
I received Teaching Essentials in the mail yesterday and jumped right into reading the first two chapters. I love the tone of this book. Reggie respectfully welcomes her students to the learning community with high expectations and tenderness as they in turn take risks and became active learners. The constructive way she poses a mix of questions, the positive approach used to self correct, and the resulting celebration of the students’ writing is exciting to read and watch in the videos. Reggie demonstrates an incredible bond with her students; that connection comes through the process and power of writing. Now I understand all the excitement created by Regie Routman at NRES.
Raise Your expectations
Ok, the blogging is now for me. I am going to give it a shot. I know that I am to reply to a roll call someplace but have not found it yet. I too am out of town and have limited signal for my computer, hopefully it will last. I have taught math and science for two years after returning to teaching from staying home with children. I am excited about teaching language arts next year as I myself love to read. In reading chapter 1 of Regie's Teaching Essentials, I highlighted some things that really stood out to me. One that really made an imprint in my mind was ...being that we as teachers have to work smarter and teach ALL children HOW to learn so that they can go on learning. I know that I somtimes get caught up in the "what has to be learned" rather than focusing on the teaching my students how to learn so that they can go on learning. I feel that this is so important for all students today. If taught to how to learn, think for themselves and be problem solvers this only grows them as learners and contributes to their successes.
Align Your Beliefs with Your Practices
This year our staff went through the process of evaluating and aligning our beliefs about teaching reading and writing and it was a very valuable experience for us. I really appreciated Regie's quote on p. 37, "Because common beliefs create a coherent vision that in turn drives coherent teaching practices across the grades. Without that synchronicity, it's like hearing an orchestra warming up as opposed to playing a Stravinsky symphony.
Unfortunately, many teachers get caught in the rut of teaching the same way they have been teaching for many years even though they have been through extensive professional development that tells them it is no longer best practice. I did agree with Regie that it is partly because we are overstressed and a lot is put on our plates, but that can't continue to be an excuse. I also agree that it is our job to use our common sense and judgement when implementing new practices, materials, and procedures into our teaching. As Regie says, "we need to be the gatekeepers for sane and sensible practices."
Finally, we MUST conserve our time and energy if we are ever going to continue and thrive in education. By asking these essential questions, we can save ourselves a lot of struggle and exhaustion:
1.) How is what I am expecting student to do helping them become more proficient, confident, and independent learners?
2.) What are students learning? How do I know?
By becoming strong leaders and and advocates for our children, we can revolutionize the education system and change students' lives for the better.
Unfortunately, many teachers get caught in the rut of teaching the same way they have been teaching for many years even though they have been through extensive professional development that tells them it is no longer best practice. I did agree with Regie that it is partly because we are overstressed and a lot is put on our plates, but that can't continue to be an excuse. I also agree that it is our job to use our common sense and judgement when implementing new practices, materials, and procedures into our teaching. As Regie says, "we need to be the gatekeepers for sane and sensible practices."
Finally, we MUST conserve our time and energy if we are ever going to continue and thrive in education. By asking these essential questions, we can save ourselves a lot of struggle and exhaustion:
1.) How is what I am expecting student to do helping them become more proficient, confident, and independent learners?
2.) What are students learning? How do I know?
By becoming strong leaders and and advocates for our children, we can revolutionize the education system and change students' lives for the better.
Become an "Expert at Smartness"
This chapter really spoke to me as it seems that the suggestions Regie made are the direction my school Chapin Elementary is headed. We have been doing a Regie Routman in Residence study this year which goes right along with this text. We as a staff have also looked at our school wide beliefs of teaching which was a HUGE task but a meaningful and eye opening one. We have even investigated the idea of creating and implementing Professional Learning communities within our school and have begun to look at how we can more effectively plan for instruction as grade level and leadership teams.
I agree with Regie that having common school wide beliefs that are shared as a WHOLE school and the idea of working effectively as a team are the core to any school and are essential to student success. I also think however, it is important as Regie states," Keep an open mind. Be willing to change your views when research and experience warrant it." We have to remember that as professionals, we are continuously growing and changing too.
I also enjoyed some of Regie's ideas on how to conserve time and energy as it seems we never have have enough time. I liked the idea of stopping when kids' energy is still high- which I admit I sometimes don't do but see now the benefit of this philosophy and will definitely be trying this. I also liked Regie's caution on the use of technology and agree that authentic materials such as books still have a place in our schools.
What were your thoughts?
I agree with Regie that having common school wide beliefs that are shared as a WHOLE school and the idea of working effectively as a team are the core to any school and are essential to student success. I also think however, it is important as Regie states," Keep an open mind. Be willing to change your views when research and experience warrant it." We have to remember that as professionals, we are continuously growing and changing too.
I also enjoyed some of Regie's ideas on how to conserve time and energy as it seems we never have have enough time. I liked the idea of stopping when kids' energy is still high- which I admit I sometimes don't do but see now the benefit of this philosophy and will definitely be trying this. I also liked Regie's caution on the use of technology and agree that authentic materials such as books still have a place in our schools.
What were your thoughts?
Advocates for Children
As I begin my reading, I am reminded of how important it is that we, as educators, provide rich literacy experiences for our students. It is true that more and more children enter school lacking many of the basic early literacy experiences that we would expect them to have been exposed to. And so, it is even more vital that we provide opportunities that immerse them in quality literature on a daily, ongoing basis.
We must also keep in mind that as we advocate for children, we must keep our expectations high and believe that all things are possible. Let's not start off another school year checking and chatting over each other's class rolls to "warn" others about students that we share. Let's give ourselves and our students the opportunity to demonstrate and discover strengths within our learning communities from the very start of the school year.
We must also keep in mind that as we advocate for children, we must keep our expectations high and believe that all things are possible. Let's not start off another school year checking and chatting over each other's class rolls to "warn" others about students that we share. Let's give ourselves and our students the opportunity to demonstrate and discover strengths within our learning communities from the very start of the school year.
Monday, June 7, 2010
Loving It
Okay, I am on a youth retreat in Myrtle Beach with students from Riverland Hills Baptist church and I have having technical difficulties, so I am attaching my post to this until I have better connection and can sign up for the blog correctly. See below for my first post:As a lovers of all things Regie, I have thoroughly enjoyed reading the first two chapters and the beginning of the third. I always appreciate that Regie is an advocate for teachers and students and also sets high expectations. I especially appreciated this quote, “I am passionate about making life easier for teachers and students everywhere while at the same time increasing achievement and raising expectations for what is possible.”The way that Regie requires teachers to move beyond their low expectations for children and see that all students are capable. It must be a team effort of all resources working together in order to support struggling readers and writers, but that isn’t always the case in every school.Creating an “I Can Do It!” environment reminded me of Robin Cox’s phrase, “Believe them into being.” It is our job as teachers to help students believe that they can do anything they set their mind to through raising the expectations set for them. In order to do that, we must use choice words, proper tone of voice and body language in order to provide a welcoming and safe environment for students to feel comfortable taking risks. We also must treat each other, as professionals, this way as well. Through constant celebration of the small things that students accomplish, we CAN “believe them into being.”Finally, having teachers who are more confident and more knowledgeable about the content in which they teacher is crucial in order for us to see test scores and student achievement improve. Only through school wide professional conversation and collaboration can this happen. When teachers show their students that they are life long learners themselves and share that learning with the students and their co-workers, the knowledge base and confidence of the staff can improve.I am looking forward to reading the rest of the book and growing deeper in my knowledge base and confidence. I CAN do it!
June 7, 2010 8:33 PM
June 7, 2010 8:33 PM
Videos
Thanks to Tiffani for reminding us of the videos that go along with our book. You can find them by clicking on the link below!
Blogging!
Hello Everyone!
I'm really enjoying reading your posts so far! I just sent email invites to all of you inviting you to create your own blog posts on the site. If you do not receive an email, please let me know--some of you are not on district email, so if this is the case, send me an email so I will have your address!
Keep reading...and blogging!!
Becky
Create an "I Can Do It!" Learning Environment
I had several "Ah-ha" moments while reading this chapter. One, in particular, was doing more shared reading from shared writing texts. Many weeks I am on the hunt for poems and/or big books to use for shared reading when all along I've had an endless number of shared reading material in our shared writing and the students' writings. The idea of turning their written texts into Readers' Theatre scripts is a bonus! I can't wait to use this idea with my students!
I went to Regie's website and watched her videos for this chapter. I highly recommend you watch her video with Antonio. She was fabulous in supporting him as he worked on creating a story about his new baby sister.
Was there anything in this chapter that made you all say "Ah-ha"? If not, what do you think of her video with Antonio?
Sunday, June 6, 2010
Look Beyond What You See
After reading this chapter, I realize that I am guilty of being that teacher who shows sympathy for certain students and their unfortunate situations. My expectations for these students are lower and this is something that I realize I need to change as a professional.
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?
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