Assignment Eight: 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.”
Assignment Eight
ReplyDelete“Meaningful change doesn’t happen in a day. It takes years of hard work, deep thought, and school wide collaboration.” I got goose bumps when I read this. I would love to see this happen at our school. Our climate is one of stress. Our school demographics are different from most of the schools in our district. It only makes sense that we work together and for our specific group of students. I gave our principal a copy of this book. I told him that if the money was available he should purchase a copy for every teacher. My hopes, that he would encourage all teachers to read it and hold staff meetings based on assigned readings with the goal being professional conversations and redefined practices.
Highly effective teachers reflect and reevaluate what they are doing based on their students needs. They have professional conversations regarding reading and writing with other teachers and also observe other teachers. They make professional conversations a priority – I found it interesting that Regie does not go back to any school that has not implemented weekly VOLUNTARY professional conversations. That not much happens or changes at schools were this is not taking place. These conversations are key at high performing schools as well as constant assessment and demonstration for learning. The collegial piece is critical.
All the research findings are important; I think strong relationships and trust must be present for the best instruction and learning to take place regardless of the subject. Emphasizing writing as a process, providing time for both extensive reading and writing across the genres and recognizing conversations as a key component can set the stage for enjoyable and effective writing.
I really agree with reducing the daily worksheets. I do not see the transfer of skills especially in grammar and spelling. I have made a few modifications already and plan to continue reflecting and changing. I love the “ask so what.” It is so true and is in big letters inside my planner now. (-: Yes I want lessons to be engaging and enjoyable, but not just because the “kids love them.” Of course the intent is always that they are meaningful, but in reflection some have not been as worthwhile as hoped. Asking the “so what” with each step of the planning should ensure greater relevancy and save time.
I am finding my students love to hear about what I do outside the classroom. My stories do not have to be about BIG things – anything – even what I made for dinner or how I helped my son with his homework. The more I share, the more I am motivated to do things NOT school related at night or on the weekends – and guilt free. They ask me daily now to “tell them a story” about something and are eager to tell me stories. We are really having a good time with our sharing. They are writing about so much more than “I like playing at recess.” Our experiences are enriching our learning.
Assignment 8, Sections 4 and 5
ReplyDeleteHighly Effective teachers: One thing I noticed is that the best teachers are not followers, but have independent spirits. When I taught Kindergarten, I stood up for my philosophies strongly. The climate of the school was unsupportive, therefore I didn’t really care what they thought. When I tutored, the curriculum was set and I molded right into it. It was based on formulas. I felt the climate of staff was very supportive, positive, friendly and helpful. I need to learn to be strong with my philosophies wherever I am. I need to read more books and journals about teaching. I did very minimal reading when I taught. I look forward to teaching authentic writing. I have now presented authentic writing to my children’s school. I look forward to sharing with my students the writing I do at home. Confidence comes from the connection of hearts between teacher and student.
Deanna: That is bold and independent of you to give your principal a copy of this book and hope for the entire school to read and discuss the book. I hope to live by your example.
I know I would have a hard time being the instigator of professional development discussions wherever I work. I would need a lot of information to back me up. This made me think about when I send letters to my own children’s district. I need back up for my arguments. I have sent several letters to the district about budget usage. With the last decision they made, I thought “wow, maybe they listened to me”. But, I never had much back-up information to my argument other than my own personal experiences.
Reduce the Paper Load: When I tutored, I left my work at work. I loved tutoring even though I didn’t always agree with the formulas they used. It was a very positive atmosphere and I got to unwind when I was home. When I taught Kindergarten, my husband continually said “leave your work there, you don’t have to do so much at home”. I really didn’t do very much at home. Since then, I have seen MANY teachers take SO much more work home than I did. I’ve thought “I should have worked harder; I should have put more hours into teaching”. Now, Regie supports my husband’s philosophy. I did not burn out. I had the children cut, paste, write, and basicly do everything that most teachers either take home to do or have parents doing. Thank you Regie. I love the quote “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?” When I teach again, I would like to post that by my desk to be reminded often.
Deanna, I love that the more you share your life with your students, the more it makes you want to ‘play’ outside of the classroom.
I could see the truth to Regie’s idea that students do not pay attention to the marks on their writings. I agree that one or two ideas would be far more effective. Also, conferences would be better than just markings: showing, discussing, one-on-one.
Homework: I love the idea to focus more on reading than busy work or especially homework students need a lot of help with. As a parent, I have not understood why we keep having homework that the parents are doing because our children have not been taught the topic yet. Regie’s book inspired me to write to one of my child’s teachers about this very issue. When I taught Kindergarten, I sent minimal homework home, but I didn’t have them read regularly at home. I would like to when I teach again. My children’s school requires them to read 20 minutes a night at home. It has worked well. It helps their confidence and I love listening to them.
Thanks Deanna and Joyce.
ReplyDeleteDeanna – “Meaningful change doesn’t happen in a day. It takes years of hard work, deep thought, and school wide collaboration.”….it really is a great quote! I do think sometimes I can be very impatient for change, I just wish there were more people in the district, and especially in my building, trying to think and collaborate. I’m also in a school where our population is very different from the town. The workload and stress of the teachers in our building is night and day from teachers in other buildings in our own district. I am also a firm believer that learning can be both fun and rigorous at the same time! You’re building is lucky to have you leading the way towards change. Your excitement can be contagious…so keep it up :)
Joyce – High five for standing up for what you believe in!!! You can lead a book study with teachers. The best Professional Learning Committees don’t have a leader, but a great facilitator that guides the discussion and possibly prompt with questions…you don’t need to have all of the answers….none of us do :) You may want to start with a really great article about writing or reading from a professional journal like the Reading Teacher and start small rather than trying it out with a whole book first. I agree this quote should be pasted near every teacher’s desk or at least in their plan books: “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?” !!! Your comment about allowing them to focus on reading for homework rather than all the busy worksheets will be one of the biggest things that will free you up from having so much to “take home” with you!
Assignment 8- Alana Ollerenshaw
ReplyDeleteThe last two chapters were short but full of information! I am happy that Regie dedicated a section in her book to teacher advocacy. Dee and I are working on this at our school. Our principal is currently reading Regie’s book and we hope to present what we’ve learned to our colleagues at staff meetings. I think that professional collaboration through trainings, discussions and/or book groups can foster great ideas and self-reflection. Dee and I have started a professional book group that is going to meet starting in June. We’re starting with Regie’s book! Our goal is to get the discussion going at our school about how we can improve as writing teachers.
For me it has been invaluable looking closely at what I teach, how I teach and why I teach. The “what, how, why” approach has caused me to make some changes in my class. For example, the dreaded grammar worksheets are being supplemented by fun activities too. Last week we had to teach subjects and predicates. Dee gave me the idea of reading a Froggy book, since we’re studying frogs and writing some of the sentences on the board. Then the kids enthusiastically found the subjects and predicates in those sentences. They loved the “worksheet break” and were engaged in our activity because it was fun. If I had given them the predicate and subject worksheet, I don’t think it would have been as effective and for sure would have been groaned at! In addition I can feel confident that I taught in a way that was researched based.
Chapter 12 gave good reminders on how to carve out time in our schedule to make writing a top priority along with reading and math. I love the “Ask So What” part of the book, because sometimes there are activities that are fun, but what did the kids gain from it and was all the effort really worth it. I also agree when Regie spoke about keeping reading manageable. I cringe at all the time I have put into reading writing manuals, correcting the children’s papers, agonized over the children’s lack of interest in writing. In the end it’s all about giving the kids ownership of their writing, so they will want to write and edit their best. This is best teaching practice and the kids can do it!
What to write and what to leave out? These last two chapters have so much golden information in them.
ReplyDeleteThe phrase that the “best teachers are not followers and have an independent spirit” was such a powerful sentence for me. As elementary teachers, we tend to be followers by nature. We need to work on the powerful instinct in our souls to do what’s right and politely ignore anything that gets in our way. It’s so hard to fight the programs and quick fixes that come up every year. She reminds me to trust that a solid writing program will meet the needs of students on state tests.
Another phrase that stuck out was “meaningful and social contexts.” I know this is powerful but I don’t know if I fully understand the meaning of the phrase. I am just beginning to make my writing time meaningful and social and this is my eleventh year of teaching. I know this book and it’s ideas will help me get to this goal.
Another couple of expectations that I will incorporate into my classroom are the “reread as they go’” and the “expect legible handwriting” skills. I know that these expectations have not been taught to the fullest level. These will be expectations from day one in my next year’s class.
How do I involve my parents in helping with writing? Most of my parents don’t speak English or are too busy to help with schoolwork. What resources can I provide to help them out?
Thanks Regie for all the information in the last two chapters. I believe I will start next year with rereading and using these last two chapters. I am ordering my own copy on Amazon right now.
Alana & Gary – Thanks for your comments on assignment eight.
ReplyDeleteAlana – How awesome that you have the support of your colleagues…best of luck with the book group starting up in June! Any of Regie’s books are a great text for book clubs! I love your idea of using the “Froggy” book, or any touchstone text for grammar work. You are completely right in that kids will be much more engaged in meaningful text over a worksheet…keep asking “so what”!
Gary – I’m so glad these chapters were so powerful for you. It is hard to fight the “upstream” battle with the threat of state test scores always lurking around the corners, but I think that as teachers we constantly just need to make sure that we’re giving our students the specific instruction they need to grow as learners…not what a text book mandates they need. One of the ways you can support parents is to provide workshops where they can come and learn alongside their children. In my old school, we even hosted these on weekends because it’s easier for many families to get there at this time. Be sure to have translation available with such a non English speaking population (this can often be paid for through the district).
Chapter 11: The research on writing instruction is pretty clear and in many ways easy. In order to become better writers students need to write everyday with the support of knowledgeable teachers who are teaching best practices and providing social context for students. It’s a holistic approach with instruction in writing tying into other content areas, specifically reading, and teachers are not to be alone in the research for appropriate curriculum, implementation or giving feedback to students. Teachers also called to participate in the writing process with their students and participate outside the classroom in professional and analytical development of their own writing and curriculum for students. Within the classroom teachers need to frequent support to all students and conference with them in a supportive environment where they gave constructive feedback or take advantage of teachable moments. In the PLC movement, teachers can come together to ask questions of their practices and seek answers to problems and the status quo.
ReplyDeleteChapter 12 about making every minute count was brief but compelling. The time we take to do anything needs to have a direct impact on student learning and performance. In doing this I think teachers can open up time in their schedule to have more 1:1 conferences or give individual feedback to each child. The Try It Apply IT on page 285 is a good resource for any teacher to consider. Its quick and to the point, but will allow teacher to free up extra time in their schedule or allow them to consider other learning opportunities for their students.
Section 5: The lesson plans or outlines for future lessons was helpful. It clearly sums up all the aspects of writing instruction covered in the book and yet it doesn’t seem to be incredibly long or over whelming. The diagrams to the left of each day are a clear reminder of the goal for every teacher. We model, give support and then allow every student to take ownership of their writing and development of skills. I’ve never taught poetry before and would find it difficult if I every decided to venture into these waters, however, the outlines provided are easy to follow and would give a general direction to take when starting out for the first time. The topics Regie has chosen to model I think will facilitate children’s interest and therefore be joyful about writing.
Lindsay – I enjoyed reading your comments for assignment eight, again this was a section packed with useful resources. I hope that you are in a building that values PD and professional learning, and that hopefully you feel confident to possibly take a leading role amongst your colleagues. Unfortunately, I feel that teachers at this point in my building are feeling just too discouraged and exhausted to be enthusiastic about any additional PD that is being offered. :(
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