Monday, June 14, 2010
School Talk Article
In order to make responding to the article easier, I thought it would be nice to make one post where we could all respond with comments and aha's from the reading. Hopefully you will all agree that this works well and respond here.
Sunday, June 13, 2010
Chapters 7 & 8--My thinking on this book
Promise: This will have a positive ending! J
First of all, a confession: up until these chapters, I have not liked the tone of this book. And that confused me a bit, because I inherently agreed with the philosophy and content behind Routman’s research. Granted, I have not read anything else by Routman, but in the first couple of chapters of this book she appeared to me to have a negative attitude towards teachers. “What I didn’t see then was how their teacher’s narrow vision would permanently impact each child’s life,” (3). “I have never been in a classroom or school where the expectations are too high. In fact, I continue to be stunned at how little is expected from students” (10). “Everywhere I teach, I find that students’ voices have been silenced” (20). This list could go on.
In addition, I have a hard time recognizing an expert in education when that expert is really no longer in the teaching capacity; yes, Routman is a coach, and yes, she is a teacher-researcher, but all of her case scenarios seem to be focused on a sample lesson (Norman comes up quite a bit) which runs for the same amount of time. One week. And while the research does have the consistency of approach, The Optimal Learning Model, and therefore does validate the practice, I had a hard time reading about Routman coming in and saving the day for well-meaning, but sub-standard, teachers, especially when so much of her advice directly contradicts what we are told to do by our superiors. “Stop while the kids’ energy is still high” she says—but our evaluators are looking for “bell to bell” instruction (41). It is easy to take one idea and one lesson and “wow” students and teachers for a week, especially when you stop when the energy and enthusiasm is high. It is much harder to be in the classroom, day in and day out, live with successes and failures, and still press on to find a way to reach each student.
This is what I believe about teaching: most teachers go into teaching with a passion and love for the profession. We are well-meaning, but we are also well-educated and dedicated to continuing education for ourselves and our students. We grasp at good ideas, we change direction on a dime if what we were doing isn’t working, we ask for help when we need it. And what is that called? We say that we “beg, borrow, and steal.” Again our own “professional jargon” makes us sound little more than magpies…desperate for someone to come in and save the day.
Yet in later chapters, Routman talked about empowering teachers. She says we must be advocates for our students. So, Routman understands that teachers are the only hope for educational success, and yet she considers very few teachers competent? By her own admission, she comes back to the schools she visited and notices that nothing has changed. She writes, “I have rarely seen coaching in a school or district that, after a few years, impacts student achievement” (115). So…what does this mean? In the last chapter, I finally understood where Routman’s beliefs (and attitude/tone!) coincide exactly with mine. She writes, “I have been teaching long enough to know I don’t have the power or the right to change anyone. Second, lasting change happens from within. My work, at best, is a catalyst” (127).
I think Routman put into writing something very brave, and very, very powerful. The only people capable of initiating a school-wide pedagogy change are teachers. The rest—the principals, literacy coaches, curriculum coordinators—they need to be the catalysts and then resources to help teachers change. They need to empower teachers to research, to observe, to change, to grow. In fifteen years we may have a new educational model we are encouraged to follow, and inevitably it will be up to teachers to determine whether or not that new model works. And so Routman concludes that attaining and maintaining high student achievement depends, not on an “expert” coming in and doing a residency for a week, but “on all teachers being knowledgeable and effective…there must be a core group who keep things going” (123). I think Routman pursued a venue of education that allowed her to see many schools, many teachers, and many students. I believe that she is knowledgeable in her craft. But in the end, I think that she understands that her research is meant to give teachers the voice they need to stand firm in advocating for students and for the teaching profession. She acknowledges that teachers need to “simplify” instruction, “have more fun” in the classroom, and work smarter, not harder. All these things I believe teachers know inherently, but we get bogged down with all the rest. We need someone to remind us. Routman quoted Arthur Miller when he said, “the longer I worked the more certain I felt that as improbable as it might seem, there were moments when an individual conscience was all that could keep a world from falling.” I believe that she referenced this specific quote because Routman knows that all meaningful, quality instruction begins and ends with the teachers who have the endurance and the passion to stay in the classroom to plan, assess, and work for all students, all the time. And so I believe Routman when she encourages us, as teachers, to “rise above the distractions and regulations and naysyers. Focus on the children in front of you, and create genuine hope for their futures. They deserve the best of what you have to offer. They are counting on you" (131.)
We can do it.
First of all, a confession: up until these chapters, I have not liked the tone of this book. And that confused me a bit, because I inherently agreed with the philosophy and content behind Routman’s research. Granted, I have not read anything else by Routman, but in the first couple of chapters of this book she appeared to me to have a negative attitude towards teachers. “What I didn’t see then was how their teacher’s narrow vision would permanently impact each child’s life,” (3). “I have never been in a classroom or school where the expectations are too high. In fact, I continue to be stunned at how little is expected from students” (10). “Everywhere I teach, I find that students’ voices have been silenced” (20). This list could go on.
In addition, I have a hard time recognizing an expert in education when that expert is really no longer in the teaching capacity; yes, Routman is a coach, and yes, she is a teacher-researcher, but all of her case scenarios seem to be focused on a sample lesson (Norman comes up quite a bit) which runs for the same amount of time. One week. And while the research does have the consistency of approach, The Optimal Learning Model, and therefore does validate the practice, I had a hard time reading about Routman coming in and saving the day for well-meaning, but sub-standard, teachers, especially when so much of her advice directly contradicts what we are told to do by our superiors. “Stop while the kids’ energy is still high” she says—but our evaluators are looking for “bell to bell” instruction (41). It is easy to take one idea and one lesson and “wow” students and teachers for a week, especially when you stop when the energy and enthusiasm is high. It is much harder to be in the classroom, day in and day out, live with successes and failures, and still press on to find a way to reach each student.
This is what I believe about teaching: most teachers go into teaching with a passion and love for the profession. We are well-meaning, but we are also well-educated and dedicated to continuing education for ourselves and our students. We grasp at good ideas, we change direction on a dime if what we were doing isn’t working, we ask for help when we need it. And what is that called? We say that we “beg, borrow, and steal.” Again our own “professional jargon” makes us sound little more than magpies…desperate for someone to come in and save the day.
Yet in later chapters, Routman talked about empowering teachers. She says we must be advocates for our students. So, Routman understands that teachers are the only hope for educational success, and yet she considers very few teachers competent? By her own admission, she comes back to the schools she visited and notices that nothing has changed. She writes, “I have rarely seen coaching in a school or district that, after a few years, impacts student achievement” (115). So…what does this mean? In the last chapter, I finally understood where Routman’s beliefs (and attitude/tone!) coincide exactly with mine. She writes, “I have been teaching long enough to know I don’t have the power or the right to change anyone. Second, lasting change happens from within. My work, at best, is a catalyst” (127).
I think Routman put into writing something very brave, and very, very powerful. The only people capable of initiating a school-wide pedagogy change are teachers. The rest—the principals, literacy coaches, curriculum coordinators—they need to be the catalysts and then resources to help teachers change. They need to empower teachers to research, to observe, to change, to grow. In fifteen years we may have a new educational model we are encouraged to follow, and inevitably it will be up to teachers to determine whether or not that new model works. And so Routman concludes that attaining and maintaining high student achievement depends, not on an “expert” coming in and doing a residency for a week, but “on all teachers being knowledgeable and effective…there must be a core group who keep things going” (123). I think Routman pursued a venue of education that allowed her to see many schools, many teachers, and many students. I believe that she is knowledgeable in her craft. But in the end, I think that she understands that her research is meant to give teachers the voice they need to stand firm in advocating for students and for the teaching profession. She acknowledges that teachers need to “simplify” instruction, “have more fun” in the classroom, and work smarter, not harder. All these things I believe teachers know inherently, but we get bogged down with all the rest. We need someone to remind us. Routman quoted Arthur Miller when he said, “the longer I worked the more certain I felt that as improbable as it might seem, there were moments when an individual conscience was all that could keep a world from falling.” I believe that she referenced this specific quote because Routman knows that all meaningful, quality instruction begins and ends with the teachers who have the endurance and the passion to stay in the classroom to plan, assess, and work for all students, all the time. And so I believe Routman when she encourages us, as teachers, to “rise above the distractions and regulations and naysyers. Focus on the children in front of you, and create genuine hope for their futures. They deserve the best of what you have to offer. They are counting on you" (131.)
We can do it.
What to bring tomorrow!
We are looking forward to our time together tomorrow!
Things to bring:
Oh, and don't forget your brains...we may have left ours behind in Holden Beach (Christy) and Texas (Becky)! haha!
Becky and Christy
Things to bring:
- Your calendar
- Your syllabus
- Your "Teaching Essentials" book
Oh, and don't forget your brains...we may have left ours behind in Holden Beach (Christy) and Texas (Becky)! haha!
Becky and Christy
Understanding Vocabulary
Understanding Vocabulary
Gotta quickie concerning vocabulary….When it comes to direct teaching of vocabulary and strategies to figure out vocabulary what do you do when:
You’re reading a story that will become an old friend and revisited numerous times to focus on different skills/strategies/standards but that story has gobs of rich colorful language and unfamiliar vocabulary??
One story that comes immediately to mind is Once There Was A Tree (can’t remember the name of the author). Fabulous story for a variety of reasons. However, it was an extremely difficult story to read the first few times because of the amazing vocabulary and language. I almost abandoned reading the story because of the high level vocabulary usage. I am still not sure how to read a story that has so much vocabulary that needs explaining. It becomes a chore as a reader and certainly as a readee. What I’ve done is to end up simplifying the language the first couple of times I read the story so as to be able ensure that the children understand the meaning of the text. Then, I add the new vocabulary a little at a time.
Any suggestions??? Help!
Gotta quickie concerning vocabulary….When it comes to direct teaching of vocabulary and strategies to figure out vocabulary what do you do when:
You’re reading a story that will become an old friend and revisited numerous times to focus on different skills/strategies/standards but that story has gobs of rich colorful language and unfamiliar vocabulary??
One story that comes immediately to mind is Once There Was A Tree (can’t remember the name of the author). Fabulous story for a variety of reasons. However, it was an extremely difficult story to read the first few times because of the amazing vocabulary and language. I almost abandoned reading the story because of the high level vocabulary usage. I am still not sure how to read a story that has so much vocabulary that needs explaining. It becomes a chore as a reader and certainly as a readee. What I’ve done is to end up simplifying the language the first couple of times I read the story so as to be able ensure that the children understand the meaning of the text. Then, I add the new vocabulary a little at a time.
Any suggestions??? Help!
Saturday, June 12, 2010
Meaning First and Plan wthte End in Mind
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!!!
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!!!
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?
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