Saturday, February 18, 2012

Assignment Eight: Sections 4 & 5 Reflection

Note: These section are packed!!! Pick and choose your discussion points so that the blog doesn't become overwhelming and packed with so much information that participants won't want to read each others' comments. :)

Sections Four and Five- Advocacy Is Also Essential and Teaching In Action: Lesson Essentials

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.”

11 comments:

  1. Assignment Eight: Sections 4 & 5

    “The best teachers are ‘not followers’ and have an ‘independent spirit’” (261). This is true, but I think it requires a little more context. The best teachers must know when to follow and when to lead, and they must have spirit – passion for their vocation (or occupation) and faith in themselves and their students. Teachers who are ‘not followers’ and have ‘independent spirit’ may fall due to these “strengths” if not careful. New teachers rarely have the experience to be leaders and independent spirits in buildings where their jobs are so precariously held; making it through the first couple years is hard enough without rocking the proverbial boat. More experienced teachers can be leaders and show independent spirit within the delicately balanced interplay of bureaucracy, social and school structure, etc. When I went through teacher preparation, my professors touted this basic mantra, and I am sure they inspired many to go out into the working world full of fire; but they failed to prepare future teachers for the basic overload of roles/responsibilities that often dull or put out that fire within the first few years of teaching. Being a great teacher takes skill, not just in educating others but also in educating oneself.

    Professional development must be a priority for teachers because through our continued education, we are bringing new, fresh ideas into our classroom and building; we are ‘not followers’ and show an ‘independent spirit’ when we are flexible, reflective, and not afraid (of failure, criticism, etc.). A fine education does not stop with the student or the teacher but must extend to the parents as well. In the Archdiocese, we affirm to parents that they are their students’ primary educator and that we do our best to help them guide and educate their first priority, their children. Parents must be partners with the school, in whatever manner they can be, to the benefit of their kids.

    On that note, the time savers that Routman addresses in this section include using “carefully selected and trained” parents in the classroom. This is not an option for a lot of parents, for many reasons. We need to remember this when assigning work to do at home -- whether that work is completed and to what degree of quality depends on not only the student’s ability but also on his/her home life. The basic learning principles for E.L.L. students should not be contained to that group alone. ALL students and parents benefit from clear communication and the many other ideas on that list.

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  2. “Teachers can’t be expected to be accountable if they are told specifically what to do. Accountability requires professional autonomy to do what’s right”. If ever there were a truer statement than that. Our district has done a lot of top down managing in the last many years. They have ordered a math curriculum (for which I am thankful even if it is incredibly labor intensive) and a reading curriculum which I think is total (trying to think of a nice word) well, not what is best for kids by any stretch of the imagination. At my school, we have placed writing as the focus and are wrapping that together with our race equity training and a program sponsored by Nike that has actually allowed us to do more professional development without being told what to do and how to do it.

    Just an aside here on the National Reading Panel. The way the whole thing came together was absurd. Have you ever looked at the make-up of who was on the panel? The lone elementary teacher is the one who wrote the dissenting report (Joanne Yatvin) that was not disseminated in the halls of congress. Talk about top-down management! And now in our lovely state of Oregon, the Governor has put together a task force on reading. How many teachers do you think are on that task force? I wrote a letter strongly objecting to the make-up of the task force. The response basically said well, the Governor only gave us so much time to put together this panel and we had to pick from whoever applied to be on it. There was only 1 teacher that applied and that was not an acceptable candidate. So, once again of they really wanted to make some progress, they should have made an effort to ask the actual people in the classrooms what we could do to improve writing in our state. I think they think there is a magic bullet out there and if they keep mandating from the top, eventually they will hit it.

    Question: What does this mean? “Introduce “star” word earlier in year- not just alphabet letters”. Also, I wish I had a better way to approach “writing for an audience” with the kids. I feel like I have been saying it a lot lately and have been having them think of who is going to be seeing their writing like their pen pals or the recipients of their cards. I am not sure I have taught them a way to think of their audience for just their regular writing.

    I remember a quote from a book during grad school and now I know it must have been Regie Routman. Her advice to a friend who was questioning whether to go out to a movie with friends or go through the mountain of student work that lay on her desk. I think she said, “Be a person!” It took me a long time to learn that but I think for the most part I have.

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  3. Eileen Wali


    My school is small (Pre K-12, approximately 150 students). I am very familiar with our curriculum in K-3. I talk to the Third Grade Language Arts teacher often about what we are writing about and how the student’s writing is coming along. This year I have been working with my students on writing and speaking in complete sentences in every subject. They picked it up and it’s automatic for them now. I worry about them in Third Grade because their homeroom teacher is foreign (will she follow through?)
    I felt like I was getting a pat on the back after reading Chapter 12. I really understand the meaningful instruction. I have a separate Grammar book that we work on once a week. I know Regie wants us to spend less time on that so I try not to take up too much time on it each week. I promise to ask myself if this is the best use of my time. Today we were learning about Venn Diagrams in Math and I made the title Reading and Writing-Which do you like best? I asked each student where they would fall in the circles and all of them said they liked both! I couldn’t fit them all in the middle circle. I felt happy.
    I agree with Regie when she said we need to make good use of our time outside of school. I had a meeting with my Principal two weeks ago and he asked me what I would change about the school if I could. I told him it was important to balance our home life and school life. I said this because as teachers at this private, religious school we are obligated to attend community social events monthly and work on holidays (President’s Day, MLK day). I told him that if we can make this one change he would see well rested happy teachers!

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  4. Over the course of my career, it has become quite clear to me that, if change is to happen, it most always has to be led by a concerned group of classroom teachers. Teachers are on the front lines of education. They’re the ones who are able to see what is working well (or not working well) in regards to teaching and learning. With that in mind, I think that teachers have an obligation to advocate and bring about necessary changes. “Rules made by men that restrict the realization of human potential, should be changed.” As professionals, teachers should be seen as an authority and be trusted to do what’s right for teaching and learning. But, there has to be some basis for their advocacy. This is where research comes into play. There is plenty of research related to best practices in writing instruction, and an informed teacher will seek out this information and use it as justification when proposing a change. Teachers need to be given the time to work together, to have meaningful conversations, to put their heads together, to implement change, and to monitor those decisions to make sure their doing right by their students. Teachers are education’s best advocates.
    It took lots of years before I fully embraced the idea that I would be better for my students if I took time for myself while I wasn’t at school. I used to spend hours every evening and on the weekends catching up on paperwork (ugh!) As our boys got older, we were struck with the notion that we had been so busy spending our time, emotions, and energy worrying about other people’s children that we had missed out as parents. It was at this point that we made an agreement to go to work every day and give teaching our all between the hours of 7:30 and 3:30, but, beyond that, our time belonged to family, our each other, and us. At first this was difficult, but we’ve learned to become more efficient in the way we do our jobs (much less paper shuffle) and we’re all enjoying the relief that comes with letting go. I would say that our teaching has become more effective as well.

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  5. The current teaching methods are transformative, because school districts are starting to put more emphasis on research based strategies that offer optimum results. In addition, teachers are enrolling in professional development classes, which provide informative media that inspires the development of effective educational tools for maximizing learning. Personally, I think we are at the chrysalis stage of our metamorphosis, but we are on the verge of exiting our cocoon of convention and becoming a beautiful pedagogic butterfly. It is definitely enlightening process, and I feel like I'm the path to becoming a more successful educator.

    As I mentioned in an earlier assignment, writing was challenging for me to teach when I began instructing six years ago, because I was not trained in any professional development workshops nor had any prescribed programs to follow. On the other hand, other subjects, such as math, had adopted educational materials, aligned to standards, which assisted me in developing lessons. However, especially after reading this book, I feel confident in teaching writing without any programs, because I believe these programs may be counter to effective learning. Personally, I don't think running worksheets and teaching isolated skills are effective ways of instructing writing.

    Most students love to write, if they can compose stories that explore their passions. True creative writing is like doing an art project. On paper, students can share their ideas and experiences, which become a syntax sculpture or word painting that can be celebrated in their own art exhibition. It is my duty as a teacher to create a safe environment, which becomes a thriving young writers' community, where kids feel passionate and confident to write and share their work. I like how Regie said, “The best teachers are not followers and have an independent spirit.” I think this is also true for writers. When students can take creative risks, they compose masterpieces.

    In order for my students to become little virtuosos, I need to use the optimal learning model, which will provide them with the tools to succeed and become confident writers. As my students are exposed to more modeling, whether it may be from books, other students, or myself, they inherit a wealth of knowledge that assists them in developing their own craft. My young writers also need to practice continuously. This is why having a sustained writing time every day is so essential. These writing rehearsals will be effective when my students are excited about their topics. To promote my young writers' success, as a teacher, I need to support my students by conducting as many one on one conferences as possible. Lastly, I need to create a space where my students can share and have their work praised communally.

    This class, and the journey I endeavored, gave me a lot of time to ponder my struggles and successes as a writer. I think collaborations with other staff members and forming a teachers' writing community would inspire an amazing transformation at our school. Regie also reminded me to enjoy my life outside of school, so I can inspire my students with my stories and enthusiasm for life!

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  6. When I became a fifth grade teachers about 5 years ago I was given a book about the 4-square writing process. I was told, “We teach 4-square writing here.” Also that year we had a few staff members present how to use the 4-square writing process in our classroom. One year later our new principal, who was working as the title 1 teacher and coordinator prior and is still our principal today, instructed the staff that we all needed to be using the 4-square writing program. At the time I didn’t know any better. This was going to be the first time “teaching” writing, so I had little to no experience and knowledge to know better. For the first couple of years I really struggled teaching writing. I was learning how to teach 5th grade, and honestly, since they took the writing test the previous year in 4th grade, I felt I could ignore diving in completely. But, over the course of the past few years, and this year included, I found that “4-Square” writing process really has a limiting, almost negative, effect on student writing. So, canned programs in my opinion are not the answer. Writing, writing, writing, writing works the best.

    It took me a long time to figure this out, but we can save time to focus on more meaningful instruction by getting more efficient and meaningful about our assessment of writing. From my own experiences and what I have heard from other teachers is that writing takes too long to “score.” I think if a teacher has that view, they are doing something wrong. When “grading” takes time away from developing quality instruction in writing we lose. Stream lining assessment of writing to be able to make the instruction of writing the prominent concern is how we can more meaningful instruction.

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  7. Hi Everyone!

    Jennifer,
    One of my latest passions is that I feel teacher education programs are not doing a good job of preparing new teachers for all the roles, demands and stresses that will be placed upon them once they are hired for their first job. Some districts have mentor programs and these can range in quality. Additionally, mentors themselves can range from truly supportive to no help at all. I think colleges and universities need to do a better job of preparing new teachers for the reality of the profession. I believe that current stats show that teachers are now leaving the profession after only one year in the classroom. When I first started in the 90’s the burn out rate was year nine, not after the first year.

    Ann,

    It is shocking the way these “expert” panels are sometimes pulled together. Good for you for advocating for teachers to the Governor’s office. I’m sorry that was what their response was. I wonder if The Oregonian or NEA or AFT would be interested in this panels participants and the reply you received? One problem that comes with doing the right thing and advocating for students and teachers is the time it takes and the emotional drain that it can cause. We as educators need to keep ourselves healthy while we work towards improvement in our profession.

    And yes, I do think that many politicians think there is a “silver bullet” that can “fix” education. Sadly, what I feel will really help is the funds to support qualified educators and support staff, and having small class sizes. All this takes money and at this point, it doesn’t look like it’s in the budget. ☹

    I’m not exactly sure what your question means? Is it from the text? And if so can you tell me the page number?

    The audience for the students’ regular writing can be their classmates or you. You are their main audience and telling them what you need to better understand their writing will help them think about their reader (audience.)

    Hello Eileen,
    Good for you for bringing balance up to your principal. How was it received? I know one of my principals was very good at reminding us to take care of ourselves and go “play” on a nice spring day. She would even get on the PA and tell teachers to go home. She knew the staff put in 120% and as professionals we knew when we needed to work longer and when we could take the time to do something for ourselves. In fact, one yucky winter when people were feeling down and grumpy, she decided that everyone was going to go sledding for the day…the next day. Buses were ordered, parents were called and permission slips were sent. It was a day of pure fun and a great morale builder.

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  8. Hello Sarah, Niji and Brad,

    Yes, Sarah, I also believe you need a GROUP of teachers to make change happen. The more teachers the more likely you will see results. Letting go of the “guilt” that we put upon ourselves is a hard thing to do sometimes. But the results, as you shared, are often for the better. Regie says even if we worked 12 hours a day, there would still be even more work to do. I believe she’s right. So coming to work rested and excited to work with students will always be better for the students than staying up late and not having a social live just to grade papers and make plans.

    Hi Niji,

    Creating a classroom environment where students feel safe and supported is essential for them to take the risks needed to develop as a writer. This is a crucial. We’re glad that the course has given you time for reflection. Often teachers are too busy to take the time to think about how their lesson went and how to improve their instruction the next time.

    Brad,

    LOVE it! “Writing, writing, writing, writing works the best.” Well said! Simple and true.

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  9. I really enjoyed these last two chapters from Regie. As a new teacher I think it is so important to engage in professional conversations. Doing so helps your own practice and also can help the practice of others. From m personal experience my team often pulls on me to tell them what I just learned in school. I also need to pull on them for ideas and resources that I don’t have yet. I think the balance of new and experienced teachers is so important. Regie talks about observation other classrooms in your grade level as well as other grade levels and this is something I would love to do. It’s so easy to get wrapped up in your own class but there is so much to learn from others. On page 270 and 271 Regie explores how teachers used to teach and how they teach now. This was very useful to me and I really loved seeing how smaller assignments and skills were developed without DOL. I remember doing DOL in elementary school and I don’t think it ever made me a stronger writer.

    In the last chapter I really liked how Regie said to be choosy about you read. This is so important and can help people to be successful. She specifically said that she recommends new teachers to spend more time on professional reading. I think this is great advice and I plan to use it. It’s amazing how much can be gained through reading. I always encourage students to read and be learners so I think its valuable to take my own advice.

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  10. Assignment #8: Written Reflection—Section 4 (Chapters 11-12)

    First I would like to respond to the question about what the climate/culture in my school is like regarding working together to implement best practice in light of research. We don’t look to research, but we do do a good job of working together as a school “so that all students could succeed.” I’m not sure why we don’t actively turn to what current research says to inform our teaching/educational environment. Because we are so small (85 students, 13 teachers) we communicate as a whole every week and we do work to maintain a positive school community. I think if my team of language arts teachers and I read and presented research to the staff it would be well received. We just need to do it, which leads me to the “Try It” list on page 268 about ways to “Adopt Practices of Highly Effective Teachers.” Here are the top 3 goals I have identified as important to try.

    1. Read books and journal articles about writing and teaching. I am sharing what I’ve learned in this class with my colleagues as well.

    2. With colleagues, examine beliefs about writing and develop a shared school vision. I think we do have a shared school vision, but my team could work on closely examining our beliefs about writing, as well as what we are currently doing.

    3. Examine and evaluate student writing samples at your grade level and across grade levels. Use the data to improve instruction and learning. This is something we have never done. We need to take a more holistic look at our students’ learning so that we can have a realistic understanding of what we are doing well and what we need to work on, and so that we can show how our techniques are working/not working in relation to research.

    I think my school does a great job of not teaching to the test.

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  11. Hello Brittany! Glad you enjoyed the readings. I agree it is very important to balance new and experienced teachers, too much of either is not the best for the school or the students. When I first started teaching I was told to use DOL. I hated it and never really found it effective. After a few years I stopped doing it. I was happy to learn that it isn’t an effective way to teach skills. There are so many wonderful professional books available for you to read. Your school may also subscribe to some journals you may be interested in looking at as well.

    Jordia, It’s great that you work in such a positive, supportive school. Your goals are wonderful and we’re glad Regie’s text has inspired you in their development.

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