Sections Four and Five- Advocacy Is Also Essential and Teaching In Action: Lesson Essentials
Read Writing Essentials Chapters 11-12 and Section Five. Reflect on the comments below and any additional reactions you have after reading these chapters. Post your thoughts to the course blog.
Chapter 11: Build on Best Practice and Research• What are some of the key research findings most relevant to writing instruction?
• What are the practices of highly effective teachers?
• How can you be part of the ongoing professional development discussions in your building?
• What about test scores? What are the characteristics of high performing schools?
• Think twice before adopting a “program”
Regie begins this chapter sharing her experiences doing residencies in schools and the surprising (and delightful) discovery that whole school cultures changed during the course of their work improving literacy instruction. As she said, “This is what education should be about…whole schools working together so that all students (can) succeed.” How is the climate/culture in your school? On your team? One reason we continue to look to Regie for inspiration is that we feel she is so practical. There is not one right way or method to teach writing. “That is why formulas, programs and recipes don’t work. Every context, school and person is different and has different needs. Literacy is not a set of acquired or learned skills.”
Chapter 12: Make Every Minute Count• You need to “REDUCE THE PAPER LOAD!!!”
• What can we do that will save us time and allow us to focus more on meaningful instruction?
• Regie states, “Take more time to see the light!” Don’t get bogged down with daily worksheets and isolated exercises.
Though this chapter is short it is full of valuable ideas and reminders! Regie reminds us in this chapter to stop and reflect about what we are doing in the classroom. Ask yourself: Is this the best use of my time? Is what I’m about to do going to help my students become more joyful and accomplished readers, writers and thinkers?
“It might be that the best use of your time is to read a professional book, see a movie, visit with a friend. Sharing your experiences with your students may be a more useful way to get them to think about their writing than marks and comments on a paper.” “It’s hard to come to school all excited about teaching if you’ve spent hours the night before pouring over papers.” It is a disservice to our students and ourselves “if our out-of-school time is all about paperwork.” In fact, “Teachers’ comments on students’ papers do little to improve writing, even if the comments are positive ones. It is far more effective to conference with students and focus on specific writing issues with the student at your side.”
Also “(b)e sure that most of your writing time is devoted to writing, not preparing for writing or doing activities about writing. Safeguard sustained writing time; it’s critical for becoming a writer. Limit take-home work for students too, and place more emphasis on free-choice reading. Having more reading experiences positively impacts growth in writing skills.”
Regie closes this chapter by reminding us to breathe, relax and enjoy writing- and your life! “One way to reduce stress and have more energy for teaching and advocacy is to have a life outside of school. I worry about teachers and principals who work twelve-hour days. I have seen no research that shows educators who work the longest hours get the best results or that longer reading and writing projects teach more about reading and writing. Keep evaluating whether what you’re staying late for-or the hours of work you take home- will help your students become more effective readers and writers.”
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Assignment 8: Reflections on Sections Four and Five
ReplyDeleteChapter 11
What I really liked about chapter 11 was the overall writing summary of high performing writing schools. These summary and checklist sections were very helpful for me. I felt like these sections brought all of Regie’s ideas together into a manageable and understandable way. I’ve been taking notes throughout reading this book and marking pages that I know I’ll reference again, but it was really great to see these lists.
I felt like the section on writing programs and achievement tests was very valuable too. I agree that there is a place for writing prompt tests, but that a canned writing program may not be the best way to achieve that success. I loved reading about the success of schools that taught writing in an authentic, child-based manner. I can see now how skills taught in grammar worksheets may not transfer to student writing. However a child who is invested in their piece of writing will remember more during a writing conference that focuses on grammar.
The persuasive writing letter from the smart, concerned fourth graders was great! I think that students would be incredibly interested in seeing that letter and its response. Regie’s personal note about her son’s persuasive letter about the video game system was neat too!
Chapter 12
The introduction to chapter 12 really spoke to me, because I am seeking all of these things. My initial feelings were that it almost sounded too good to be true. However, as I read this chapter I found myself noting valuable, time saving methods like on page 286 (and her Best Advice on page 287). I also have to expect that these changes in my teaching life will happen gradually and I have to allow myself the time to make these changes. Regie talks about limiting the paperwork that you take home and reducing daily worksheet and grading. Those two paragraphs were so freeing, especially when she says, “rest assured that you are not neglecting your job as an effective teacher of writing. Teachers’ comments on students’ papers do little to improve writing, even if the comments are positive ones….It is far more effective to conference with students” (p.284).
I love how Regie talks about bringing your heart into teaching and allowing students to see an appropriate piece of your home life. I think that this is truly valuable and helps you connect with students in a real, deeper way. I try every day to leave outside problems at the door so they don’t affect my teaching (although it’s not always easy). Her personal stories about her Dad add such richness to her book, just as our stories add richness to our classrooms.
Lastly, I think I’m going to write this quote on an index card near my desk: “I have seen no research that shows that educators who work the longest hours get the best results. Evaluate if what you’re staying late for, or the hours of work you take home, will help your students.”
The “Game Book” sounds amazing and started with a well-written persuasive letter. I’d love to try this next year when recess problems arise!
Section 5 is really great! It does help me to be able to read a well-crafted lesson plan and see how the time is allotted throughout the week. I think that I’ll be able to teach a great lesson on the Secrets of Second Graders and Heart Poems now that I’ve read the plan. I really liked the great tips on procedural writing and persuasive writing too. Regie’s experiences throughout the book with persuasive writing have really inspired me to do something like that in my classroom! I think that all of the plans included in section 5 will help me implement these lessons in my classroom, and feel more comfortable constructing my own mini lessons and short writing projects.
Thanks for your comments Rachel. These checklists are a great thing to copy and put up on your wall right near your desk (or wherever you plan). I think trying to make gradual changes is the way to go…you will find more success without getting overwhelmed and frustrated. It is always helpful to have a colleague to work with on your journey! I agree…I think the quote you mentioned should be hung up in bold print outside of every schools’ main office :) It’s the teacher who reflects and plans thoughtful instruction that is the best teacher…not the teacher who brings home piles of worksheets and test to correct or who has the most beautiful bulletin boards…..
ReplyDeleteI speak about this a little more in my reflection but I agree that it is important to balance out school life and home life.
ReplyDeleteAssignment #8: Ch. 11-12 & Section 5 Reflection
ReplyDeleteCh. 11
I enjoyed learning more about the research behind writing. I think it is important to build instruction around best practices and research. In order to benefit from staff development, workshops need to be ongoing as opposed to a 1 day training. I have experienced this first hand. I have gotten much more out of ongoing Professional Learning Communities than a 1 day workshop. The 1 day workshops can be helpful, but it is hard if there is no follow up or support.
I think it is important to keep up to date on current research in order to better inform our instructional decisions. I like how Regie gives a nice summary of all the research points. It is a good resource to help me direct my own personal growth.
Some of the following points I found to be helpful. For example, Regie discusses how English language learners succeed with challenging curriculum and given scaffolding. Students that are culturally and linguistically diverse need to write and read as much as possible. Regie mentions that more needs to be expected from English language learners. English language learners also need to say it before they can write it. Oral language skills are the first to develop when acquiring a second language. Students need to be pushed and challenged.
Regie talks about keeping the struggling learners in the classroom for language activities. The school I currently work in has 90 Language Arts blocks. Students are not pulled in the first 45 minutes allowing for whole group instruction and exposure to language activities.
Ch. 12: Make Every Minute Count
Regie makes a very important point at the beginning of the chapter. She talks about how it is important to let the students see you as a writer and reader. You can share a piece of writing from a journal entry or if you have it maybe some writing from when you were a child. Also share with students a book that you are reading and give them a summary. Students will be inspired and motivated.
Regie states, “I worry about the teachers who work 12 hour days. I have seen no research that shows that educators who work the longest hours get the best results” (p.287). She talks about balancing home life and school life. It took me a couple of years to get a hold on this, but right now I feel I have a pretty good balance. There is endless work to be done. I try to get out at a reasonable hour so I have time to exercise, cook, and spend more time with my friends and family.
Section 5
I am glad that Regie included this section in her book. It is good to see the lesson play layouts that went along with some of the conferences. It was also good to see the timing involved in the lessons. I will definitely consult this section throughout the year to try out new lessons.
In chapter 11 I found the charts and lists of information really beneficial. It was awesome to see the changes in the students by doing the different types of writing instruction.
ReplyDeleteI feel that team meetings are very important. There was a time when my team met every week. We had an agenda and actually accomplished alot of great things. They were very valuable. I would like to meet with my team now (4th and 5th grade teachers) to discuss topics like writing and set some goals using the information in this book. We could keep track of the changes we make and then through different assessments see what is working or not and keep improving the goals.
My mom has always told me that knowledge is power. Keeping yourself in the the recent research and best practices would give you power. Of course it is what you do with that knowledge that really counts. Stepping up in front of a class is one thing, but in front of your peers is another. For me starting in front of my team is easy, but of course my team is awesome. A thought would be to have my team get the ball rolling by sharing our changes with the staff.
I do not like writing programs for the same reason I am not hot about text books. It is not a one size fits all program. Writing is something that is very personal and students can be at all levels. Making is interesting and fun is half the battle. Once they buy in then you can really start teaching. Finding what interests a student or what is important to them is the key. We all know that what interests one student will not be what interests all. I love Regie's whole approach to writing. So simple, but so powerful!
I also appreciated the part about keeping struggling learners in the room. I am finding that our EL students are pulled at some of the worst times. I do have to admit I always suggest read aloud time, but I can see Regie's point in why we they need to be a part of this experience. I would like to share this with our EL staff. They are short staffed and with the increasing population, it is almost impossible to get what you want as the teacher. I still feel this is something important for them to read.
When I took Essentials of Reading, Regie also included a section about taking time for yourself. Jackie and Mary had us make a list of things would could do for ourselves. That was very powerful. I have used several of them. I have also discovered after all these years that things do not have to become complicated or overwhelming. You have to prioritize and decide what it is that you want the student to accomplish and how you want to grade it. Do you just want to take notes and observe or is this a piece of evidence you need to assess. It works, but falling into that pattern of trying to do it all happens. As my children get older I find that making things work between work and home is very important, not only for my sanity, but my children love it when I am present and able to do things with them.
I had already ready the lessons for the last assignment....oops :). I will love having the lessons to look over at school. I appreciate seeing what she did each day, how she started the lesson and how she wrapped it up. What a wonderful section to refer back to. It will be a wonderful spring board for me to develop other writing lessons.
Amy Jensen
ReplyDeleteAssignment #8
When looking through the list of research principles beginning on page 263, I have marked a few that I need to amp up or use more often in my classroom. I am anxious to hold more student conferences next year. I was so upset with my test scores, yet, I was rarely meeting with kids one on one. I felt like the conferences I did hold went the entire period where I was literally writing the piece for the student. Now I am more comfortable trying shared conferences and making my one on one time more valuable to the writer!
The other biggie on the list is to provide more choice, set purpose and talk about audience. I am putting my faith into this and hoping that if I passionately teach and model writing from the get go my students will value their writing and become more proficient at writing! In general, we just need to have more conversations about writing and sharing the writing before I ask them to do this independently. I need to be ready to think aloud and struggle in front of them more often! Then I need to celebrate their writing throughout the process!
My writing block is one hour everyday, therefore I am hoping to start each period with a 10 minute free write. I have honestly never done this before and I am not quite sure how I want to set this up in the beginning, but my hope is that it may be a great place for kids to grab ideas for their writing assignments throughout the year. (More quick writing activities, less big projects!)
I loved looking at the fourth grade beliefs that changed. I certainly have many things on their "Used to do" list that I need to change: DOL, Focus on conventions, Very few conferences, Writing to a promt, formula writing, basically most of that list. Yikes!!!
My favorite part of this chapter was reading the letter the students wrote to their State's Department of Public Education. I have wanted to write a letter myself regarding my opinions of that damn test, but seeing what the kids wrote was so powerful and I love that they got a response. I am always looking for a great idea for persuasive writing and this is perfect!!!
All of the lesson plans included in this book will be great resources as I start to plan my year. I am anxious to take back what I have learned from this book to my fourth grade team and see if they are open to trying some new lessons this year. I know I can't just do it all in one year, but I feel much better about facing this year of writing and approaching it in a more positive way! I am all about lightening my load and being able to be a mom when I am done at school. That balance is crucial to me.
I have been reminded of how much I prefer condensed, to-the-point charts and lists. Chapter 11, therefore, was a nice read for me. The first collection I appreciated was the “Key Research Findings” starting an page 263. It seems like all of those principles stated in the section either support what I’ve been doing or, more often, have made me rethink what my school and I have been doing. Two important aspects of my writing instruction I will adjust are with grammar and spelling. I have usually relied on formal grammar instruction and it has not provided the overall growth and development I would expect for the time we put in. Also, I have to back off my spelling requirements and allow students to use invented spelling strategies on challenging words. Another eye-opener in this chapter was the chart of “Used To” and “Now Do” on page 271. Again, it was simple and to the point but made me realize too much of my instruction was based on left-side-of-the-page strategies. I can now move toward the right side of that chart and see how my students‘ writing improves.
ReplyDeleteThe “Is this the best use of my time?” theme of Chapter 12 is an important one and seems like one often omitted from writing classes or writing trainings. There are many good ideas out there offering ways to teach writing. However, finding more time to write, finding time to assess student writing, and then finding more time to be with those struggling writers always seems to be the challenge. There are some helpful ideas in the chapter and I see ways to incorporate many on the timesavers. (I am also aware of how good the plan may sound right now...but how different it might look when the new year gets started in a couple weeks.)
As I considered the “Examining Beliefs About Writing” in the Appendix, I found myself anxious to discuss the statements with my colleagues. While I’m sure we will disagree on many aspects of writing instruction, the discussion would be very enlightening and we’d find that there are different ways to get to the same end. At least the discussion would be helpful as we’d see more clearly how we all perceive our current writing instruction. At most we would redefine our writing curriculum and ensure we are incorporating best practices.
Heather Farnsworth
ReplyDeleteEssentials of Writing
Assignment 8: Chapters 11-12 Reflection
July 30, 2010
To be a highly effective teacher I think you need to be mindful and up to date on best practices that are backed by valid research. If you are armed with this information, as teachers, it is only natural to want to share with others in our buildings. This can be done in many ways; staff meetings, lunch with colleagues, staff newsletters, committee meetings, passing by conversations, Professional Learning Communities, and ongoing staff development meetings.
Schools that communicate and celebrate have a higher performance rate. My school is now on track of putting a lot of Reggie’s ideas for high performance. We now have a common goal that all teachers had a part in creating and that all teachers believe in. We have ongoing communication of best practice, and research, mostly through PLT’s and staff meetings.
I personally love the table that Reggie has on page 273. I plan on making a copy and posting it in our staff room and in my classroom as a constant reminder.
Reggie is so down to earth! For a super star such as herself to suggest not to take papers home to correct is music to my ears. I have almost always left my paperwork and projects at home (except for my first couple years of teaching). But I always see other teachers schlepping huge amounts of things home to work on; and at times I have felt guilty, like I ma not doing enough. Turns out that I am doing to right thing by separating the two. This was a powerful piece for me. By reducing the amount of paper and/or being choosier as to what they place before a student, my colleagues will be able to eliminate or reduce the amount they bring home.
The big ideas I pulled from this section were to slow down the curriculum focusing on the whole. I also think that by expressing the reason to the assignment to students, teachers will be forced to really use their teaching and planning time wisely. Last but most important have fun writing!
S. Ortega
ReplyDeleteCh. 11
As I read chapter 11 I was thinking about how my school could use this information to help us become better teachers for writing. It was great to read the check list of research that backs up good writing instruction. The school I work in has a high number of EL students and high poverty and all of these practices work well for students in these categories too. We as a staff have discussed ways to improve writing but haven’t found an answer yet. I am now glad that we didn’t vote to adopt a writing program in hopes that it will raise our test scores. After reading this book, Regie’s learning model makes so much more sense.
The chart that shows the “what we used to do” compared to “what we do now” is very eye opening. I can see myself wanting to make the switch to the right hand column on many of the topics listed. I especially want to spend more time modeling, conferencing, celebrating and developing learner independence. I am excited to make these changes for this next school year. I have the pleasure of having my same class again this year due to looping, so I am looking forward to observing how these changes will affect my students’ writing and their attitude towards writing.
I look forward to sharing what I have learned with my team of teachers and hope that we can all benefit from making some of these changes. I am hoping that we can start to see an improvement in our test scores. I feel that if we see an improvement with our team that we can start to implement some changes throughout the whole school.
Ch. 12
As a relatively new teacher I have found myself guilty of not balancing my work and family very well. It feels like I am always torn between who I need to give my time and attention to. I am that teacher who stays late almost always, but I do not take work home with me unless absolutely necessary. I want to be present for my three children and husband when I am with them. I need to remember to ask myself “Is this the best use of my time? Is what I’m about to do going to help my students become more joyful and accomplished readers, writers and thinkers?”
I will also need to remind myself that conferencing with students is where the real learning takes place, not with the grade or comments on the paper. The practice of them writing in class is what helps them grow so not every assignment needs to be graded. This last year I have been able to let go of the pressure to grade all assignments. Last year, I started with 35 fourth graders and it just wasn’t possible to do all that paper work. I was given some great advice from my teaching partner and tried to apply it. She suggested that I ask myself what I wanted to accomplish by grading the assignment, if it is just to add another grade in the grade book then I should rethink that theory. This helped me to cut out the grading of practice work and focus on work that shows their abilities, progress or final assessment.
Section 5
This section has been a great review for me and is something that I will refer back to as I get started this year on implementing changes to my writing program. It is so nice to have a model to draw from as I get started. I am excited to try some of these lessons with my class and having a clear picture of how to do it is so helpful. This will be very helpful as I begin to plan out my weekly lessons and help ensure that I use the Optimal Learning Model and not leave out time for talking/brainstorming before writing and celebration at the end of writing time!
Chuck Fall
ReplyDeletePart I
Essentials of Writing
Assignment #8
Written Reflection Section 4
Chapters 11 & 12
Chapter 11: Build on Best Practice and Research
Again, the chapters in this section provide a long list of best practices. I appreciate that Regie is encouraging teachers to collaborate and come together as a group to implement programs and use strategies that work and stop doing those practices that don’t work: saner teaching and assessment practices. The one thing I think many of the teachers in my school would agree on is that state testing cuts into teaching time and uses up computer resources. Nevertheless, the school district is under federal and state rules to prove students are learning. I think the whole testing thing should be taken out of the schools and have an education service district test kids at the end of the year, on the students’ time.
Some of the key things a teacher can do that make a difference include:
· Employ meaning centered approaches rather than focusing on skills without meaning;
· Provide meaningful writing activities everyday to build fluency;
· Give timely feedback so students learn from the practice;
· Encourage parental support;
· Create predictable writing routines;
· Provide choice in writing topics and promote purposeful writing by identifying an audience;
· Connect reading and writing as mutually supportive;
· Use writing as a problem-solving tool;
· Invite students to tap personal experiences in their writing;
· Focus on content, the message;
· Connect the function of writing with citizenship and democracy.
There is so much to do to be a good teacher. And there is more that I did not list. The points above are the things I know I can do directly in my classroom and I am excited to put these ideas into practice. I am thinking about how I can use prompts in a coherent way that enhances the meaning of the work and actually inspire and motivate students to write. Last year with my seniors I had them do a senior project around a problem in the world. I built the project around the idea of citizenship, that we are all citizens and we have a duty to bear witness to events, problems, in the world. I will try it again next year. In hindsight and after reading Writing Essentials, I see how I can more usefully use writing to interest the students in citizenship and world problems, but I also see that I need to use the OLM to more explicitly teach the lessons of doing research and developing a point of view.
Chuck Fall
ReplyDeleteEssentials of Writing
Assignment #8
Written Reflection Section 4
Chapters 11 & 12
Chapter 11: Build on Best Practice and Research
Again, the chapters in this section provide a long list of best practices. I appreciate that Regie is encouraging teachers to collaborate and come together as a group to implement programs and use strategies that work and stop doing those practices that don’t work: saner teaching and assessment practices. The one thing I think many of the teachers in my school would agree on is that state testing cuts into teaching time and uses up computer resources. Nevertheless, the school district is under federal and state rules to prove students are learning. I think the whole testing thing should be taken out of the schools and have an education service district test kids at the end of the year, on the students’ time.
Some of the key things a teacher can do that make a difference include:
· Employ meaning centered approaches rather than focusing on skills without meaning;
· Provide meaningful writing activities everyday to build fluency;
· Give timely feedback so students learn from the practice;
· Encourage parental support;
· Create predictable writing routines;
· Provide choice in writing topics and promote purposeful writing by identifying an audience;
· Connect reading and writing as mutually supportive;
· Use writing as a problem-solving tool;
· Invite students to tap personal experiences in their writing;
· Focus on content, the message;
· Connect the function of writing with citizenship and democracy.
There is so much to do to be a good teacher. And there is more that I did not list. The points above are the things I know I can do directly in my classroom and I am excited to put these ideas into practice. I am thinking about how I can use prompts in a coherent way that enhances the meaning of the work and actually inspire and motivate students to write. Last year with my seniors I had them do a senior project around a problem in the world. I built the project around the idea of citizenship, that we are all citizens and we have a duty to bear witness to events, problems, in the world. I will try it again next year. In hindsight and after reading Writing Essentials, I see how I can more usefully use writing to interest the students in citizenship and world problems, but I also see that I need to use the OLM to more explicitly teach the lessons of doing research and developing a point of view.
Part II
ReplyDeleteChapter 12: make every minute in the classroom count.
The policy of my school is that instruction and meaningful activity should occur from “bell to bell.” I agree with this but I struggle to achieve this ideal. Using the OLM technique, I am feeling more confident about achieving this next year. I am hopeful that I can reduce some of my paper load by getting the students to become more independent writers. The model of the classroom as a workshop inspires me to really think through next year and in a higher level of detail plot out the work I will be doing with my students.
Regie recommends posting Secrets of good Writers classroom poster. I also intend to post Secrets of good Readers.) One goal for my classroom this year is for it to be a “quiet, organized space” that is conducive to writing. I am excited that my students could become excited to share their writing with each other. In terms of paper load, I am encouraged that I don’t have to read all the students’ writing. In some cases I can see letting the students choose which draft, or free-write piece they want me to see after they develop it into a fully crafted piece of prose.
One of Regie’s recommendations is to “eliminate (or reduce) daily worksheet and isolated exercises.” As I have said before, I love grammar but the danger is teaching this material in isolation of meaningful work. Starting with an interesting topic, grammar then could become the avenue for the student to assert their ideas, and their voice, in the context of something they want to say. On the matter of “important timesavers” I want my students to “revise and edit” as they write, and repeat this exercise with a classroom writing partner. My pedagogic focus will be on directly teaching a lesson / concept, etc., then guiding the whole group in the same lesson, and then letting them do it all on their own, the OLM technique.
Finally, I really do need to breathe, take a deep breath, and run my classroom doing “
ReplyDeletemore with less” as well as I can. Regie’s advice to keep an exercise or lesson short and simple, and to “start with the whole’ and “label” later is great information. I’m excited about returning to school in August and then see the kids in September.
Regie’s text inspires me to make writing the focus of my work with my students. In examining my beliefs against the statements in Appendix A I agree that “students who read are better writers” by virtue of the fact that deep reading is full immersion in text. I want to try literature circles and require students to prepare talking points about the text. Quick writing could be a low stakes writing activity that prepares for talking about the text and develops writing fluency. The idea that I, the teacher, do not have to read everything (but can give participation points for the activity) is liberating and invites me to think about how I will use lessons to culminate in a final writing project that would be graded (evaluated) according to the 6 writing traits. As I write I struggle with the tension between devoting class time to teaching the traits against using the time to advance more meaningful writing activities. Perhaps super brief examples could motivate and inspire. I have to find a way to make it simple. In past experience students shut down when I have
reminded them of these traits even though they are good points for writing to measure writing. The point that students should talk about what they are going to write is something that works for me. Perhaps a simple lesson that models using listing to generate ideas about details in a topic could then provide the points of discussion for students to “pair-share.” And then this activity could be followed by quiet writing time. So, yes! The “ room needs to be quiet when students are writing.” For one, it will be impossible to conference with students during “quiet writing time,” but also, students will develop fluency by writing on demand, in the classroom, and writing doesn’t occur while talking. This will be my greatest challenge this year: setting the stage for diligent and meaningful writing. Wish me luck. (But I know there is no luck in teaching; there is only well thought out and executed plans.) Nevertheless, there is something about the chemistry of the group based on the personalities of the individuals. I just got notice I will have four classes of juniors and two classes of seniors.
Chapter 11:
ReplyDeleteOur school is about to begin training on Project CRISS, to increase our students' ownership of their own education. When I looked at the website for the Project, I was reminded about Routman's warning against adopting "programs". Our school has done this with a few programs in the two years I have been here. We have training that comes from the top, with little or no discussion with the teachers who are expected to implement the programs. Not surprisingly, most do not get buy-in from teachers and soon disappear. As we enter our training, I will use Routman's suggestions to evaluate the logic of using Project CRISS. I do have to say that much of what I have seen for this Project relates to the Essentials of Writing: making writing a larger part of the curriculum, giving students the skills to think for themselves, and applying the concepts to all classes. The Project is also research-based, with much of the research from reputable sources which I studied in graduate school.
We have meetings on four out of five days a week, making it difficult to prep in the mornings. Much of our time is wasted in attempting to bring everyone out of their side conversations. I will take Routman's advice in attempting to make our meetings more of professional growth activities with meetings in our departments and across curriculum. Since there are only two English teachers in our building, we won't have much of a problem discussing, sharing, and improving our approaches to writing, but we need to apply Routman's theories to other classes, as well. I hope to have more of these types of meetings.
I liked the "Key Research Findings" that Routman includes on pages 263-266. As she says in chapter 12, I will improve my teaching and utilize my time better by reading some of these documents. I feel this exploration will enable me to return to my earlier days of teaching, when I was teaching with more intent and less crisis. I will also join NCTE and OTE to build relationships with teachers of English outside of my district, as there are so few of us there.
One of the other areas in Chapter 11 which I will adopt and use to improve my teaching is to include parents and partners. I usually get so bogged-down in prepping my six separate courses, that I put communication aside and focus only on my classroom. While this might work in a crisis mode, I intend to lesson the crisis atmosphere this coming year.
Chapter 12:
The "Secrets of Good Writers" will become a permanently mounted poster in my classroom next year. I think that if my students and I focus on these concepts, their writing will improve with the implementation of Optimal Learning Model and more conferencing.
The comments about students reacting to teacher's comments struck pretty close to home with me. I always fill the papers with notes but rarely see these improvements in the final drafts. Conferencing will be a more prevalent mode next year. The timesavers Routman gives seem simple on the surface. I hope using them will prove just as simple, or at least as rewarding as they seem. As a drama teacher, father, husband, and human, I need to gain more perspective on what is important and find colleagues and friends to lighten my mood.
Thanks Jessica, Kirky, Amy and Leon for sharing your reflections on Section Five. Jessica - I completely agree that the best type of PD is ongoing in your own building whether in the form of PLCs, book studies, coaching, or team teaching. While 1 shot PD days are great to ignite a fire or plant the seed ideas for making instructional changes, it really is the in building support which makes it happen! Doesn’t Regies quote from p. 287 just allow you to breath? This summer I’ve had several colleagues who have barely missed a day from working in their classrooms, and I wonder what the heck they are doing…they don’t even know their students that will be entering their classrooms in the fall to really even begin to plan instruction for them???!!! Kirky – It would be great if you could establish weekly team meetings with your 4/5 grade team, as far as sharing your successes with the entire faculty, maybe the Principal in your building could ask one team per faculty meeting share something they’ve had success with recently. Scheduling when children who need additional support (ELLs, Sp.Ed, Reading….) IS a nightmare across the country. I’m finding that our most struggling students are receiving the most fragmented educations out of everyone which makes it all that much difficult for them to learn. They get pulled out of important classroom instruction which makes them farther behind in one area, and often there is not communication or consistency between the classroom and specialist instruction. Now with everyone needing to provide, RTI, for students not meeting benchmarks, it’s become even more challenging. I’ve had the opportunity this summer to work with teachers and teacher leaders across the country, and so far NO ONE has been able to come up with a solution. (sorry went off on a little tangent there…) I’m glad that the list of goals for you to personally accomplish for yourself from Reading Essentials has been a benefit! That is great to hear. Amy – I am glad that your confidence in holding writing conferences with your students has increased! I think that setting working on these conferences next year is a great goal – just have patience with yourself, it takes time to become confident and comfortable. As far as that list of beliefs that you feel you need to work on changing…pick one - like conferring to work on….don’t scatter yourself and spread yourself so thin that you get frustrated and overwhelmed and it all blows up. CHANGE TAKES TIME!!! I keep forgetting to have our students at my school write persuasive pieces about the state tests…I’m glad you reminded me :) I hope that your team can support you in your journey this year. Leon – I’m so glad that the research that Regie summarized confirmed your own teaching practices. Grammar and spelling are the two areas in which my school (and district) also needs to work on. Sometimes we have teachers on one grade level using completely different forms of instruction in these areas. I that Regie’s “Examining Belief’s About Writing” prove to be a springboard for some great conversation (and possibly instructional changes) for you and your colleagues this coming school year.
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ReplyDeleteThanks for sharing your comments Heather and Shawna. Heather - You are so lucky to be able to teach in a building where instruction is moving in a positive direction. I'm glad that Regie was able to confirm your teaching practices...and YES...it's all about PURPOSE. Your instruction needs to have it as well as students need to understand what the purpose behind your instruction and assignments really are! Shawna - I'm wonderin if your Principal would allow you to facilitate a professional conversation, starting small, on Regie's research section. That part of the chapter alone would facilitate some meaningful conversations amongst your coleagues. Maybe eventually move into choosing other key chapters within the book to discuss as a group. Grade levels may even be able to complete the "used to do" and "do now" lists at the end of the school year together as a group. You are very fortunate to be able to work with the same group of students as you make some changes in your writing instruction this year. You already know them as writers, and you will have a clearer picture on how your changes have really impacted student learning...what a great opportunity. As far as the grading is concerned, it sounds as though you have a smart teaching partner that you should listen to :) Best of luck as you and your team grow as teachers of writers.
ReplyDeleteThanks Chuck and James for sharing your reflections on section 4. Chuck – I completely agree that state testing cuts into all of our time and resources. Your “to do” list of things teachers can do that make a difference is outstanding…I wish more teachers in my building held the same philosophy…..we’re working on it. It is so wonderful to hear an upper level teacher of writing understand the importance of using OLM…unfortunately, none of my high school (or even college) teachers understood this, and writing was always a huge source of frustration for me. I also love that fact that everything you are synthesizing in Regie’s text Writing Essentials is making you think about the obvious links to your reading instruction. As far as teaching traits of writing, I agree that it is important. I think the best way to highlight them is through shared reading of text with your students. As far as conferring with students during quiet writing time, I think it would be appropriate for you and a student to be conferring in whisper voices in a corner of the classroom. Best of luck as you journey into the new school year! James – I think that you will actually love working with Project CRISS. From my understanding, it isn’t a “program” in the sense of new materials such as teachers’ manuals and students books, but a Professional Development that supports teachers in using strategies to support their learners. WOW…meeting 4 out of 5 days? Is that contractual? I hope that you find some success making these meetings more valuable to everyone’s time. I think that trying to work in more partnership with parents will definitely help lessen the “crisis” mode. I wish you success as you venture into this new school year with your thoughtful plans for change as well as finding the balance with both professional and personal social relationships.
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