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.

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?

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 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?

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.