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."
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Chpt 11
ReplyDeleteI’m a bit stirred up after reading this chapter. I immediately texted my two teaching colleagues to see if they had read this chapter yet. First of all, we HAVE been handed a scripted writing program that we have been asked to use “with fidelity” in our district. We used it last year and half way through knew that we were not going to have writers by the end of the year. They were very dependent on the structure of the material and were not developing independence, interest or a love for their craft. So we went back (secretly and with our principals’ blessing) to what we knew worked in the past. I completely agree with Regie when she says that there is not one right way to teach writing. Writing is a broad and complicated process and can’t be covered in half an hour with a workbook that tells a first grader what to trace and what to write. This year we are “stealthily” teaching writing our own way and loving taking this class together. It’s disheartening though to have to go behind the district mandate to help our students be successful. After reading this chapter, I want to spend more time with my PLC talking about what writing should look like at this level. I would also like to meet with my principal to see if we can begin some whole school conversations again about where we are going with writing. I can’t remember the last time I had a conversation with a kinder teacher or a 2nd grade teacher about expectations for writers. It would seem beneficial to include our ELD staff as well in these conversations. We’ve certainly lost something over the last years.
My other thought after reading this chapter is that I’m very interested in a discussion with the next grade level up about whether my students are coming to them with adequate writing skills. I wonder if a discussion of whether this isolation between grade levels is something we should work on in the future.
Highly effective teachers are flexible and resourceful in meeting the needs of their students. It’s a struggle to walk this out when handed a literacy program that I don’t love to use. I’ve felt in the last few years that the powers that be don’t trust my professional judgment to make the right decisions for my students. Recently, I ran across a big book in my classroom that I have used in previous years for a writing inspiration. I immediately felt panic that I hadn’t gotten to it yet, but then thought about how different my group is this year than in the past. There hadn’t been a spot in my instruction where they needed this lesson yet. I want to stay flexible, appropriate and current as the teacher of this particular group of students.
Chpt 12
As a staff, we have worked on several ways to assess student progress as we teach. Developing engagement strategies in the classroom gives me a good idea of which students are “getting” what I am teaching. This helps to lower the paper load as I can assess and reteach as needed along the way. Quick and short formative assessments are also a quick way to know where to go next and don’t take much time to look at.
However, I am a borderline workaholic and have learned the last few years that my health and rest will help me in the long haul to keep doing what I love.
The other thing that came to me after reading this chapter is that our writing block is sandwiched between afternoon recess and specials like P.E. and library. By the time we are settled from recess, there might be 30 minutes to teach and write.
I’d love to have more time when needed and will plan to advocate for this in our schedule next year.
Chapters 11, 12 and Appendix A
ReplyDeleteI fully believe in and support research-based curriculum. I love the research connection with reading and writing for enjoyment and how they support each other in growing students in both areas. The current adoption our district has is a canned, formulaic approach that has pre-printed forms for students to generate writing as a class, often copying what the teacher writes. Students aren’t growing at near the rate of independent writers as we used to produce. The older grades are complaining about the low reading and writing skills of the past few years of students. I wish the district would listen to the recommendations of their curriculum teams when it comes to selecting new materials. The past reading and writing adoption was already predetermined. The formalities took place and the district got, not what was recommended, but what they intended to purchase in the first place.
This is my 17th year teaching and just this summer I really took a close hard look at the importance of time and fitting that into my teaching life and personal life. I came to some very clear and healthy decisions and am doing a purposeful job of taking care of and balancing my life. It’s nice to read Regie’s comments about taking care of you as a person.
That is great that you have a supportive principal. (Sadly, this is not the case everywhere.) Excellent ideas to meet with your PLC and administrator to start some school-wide conversations. YEAH!!!! This is where great things start! With just a couple of people and some conversations. Yes, after you discuss and have time with your grade level (and don't forget the specialist, SPED and interventionists in these conversations) it's time to move beyond horizontal alignment to vertical alignment. Where you meet, discuss and share examples with the grades above and below you.
ReplyDeleteYes, do advocate to your principal and scheduling team to place your writing block at a time that gives students the best opportunity to be successful. I'd even start these conversations now, before summer is here to get the ball rolling. :D Good luck !
Hello LeAndra,
I absolutely understand your frustration. And agree with you that sometimes it is already pre-determined which program is going to be adopted, in spite of feedback and evidence from teachers and the schools. :( Hopefully, with a supportive principal and a united front from the whole school changes can occur. Or at least, teachers will be allowed to instruct as they know is best without fear of insubordination or being documented.
Yes, balance and taking care of ourselves is essential to be the best teacher we can be. Keep up the good work!
Research Findings – Routman listed many research findings in chapter 11. One finding that resonated with me is that students need daily time to read and to write independently. Along those lines, a literacy curriculum should integrate the reading and writing together, not have each be separate entities during separate parts of the day.
ReplyDeleteA lot of the findings Routman listed have been recurring themes in her book. Writing should be viewed as a process, skills should be taught in context/in conjunction with meaningful and engaging writing topics, and teachers ought to provide peer and teacher-student conference…these are other findings she detailed in the chapter.
Highly Effective Practices – Teachers should engage in professional conversations, look at research, and help cultivate school-wide writing culture. These are practices on the professional/intellectual level. In regards to classroom practices, teachers ought to seek to engage their students, be reflective about students’ successes and struggles, share outside (personal) writing with their students, and move students closer toward independence in terms of improving their writing. We should also have high expectations and be skillful educators.
Professional Development – Routman stresses the importance of professional conversations and learning regarding writing instruction. This is difficult for me, because I don’t think of myself as a leader at my school, I’m not particularly well spoken, and I don’t relish spending a lot of time with my colleagues (I’m an introvert and prefer quiet at the end of the day). Still, there is some potential opportunities at my school. I could go to my principal and ask for time during our long weekly meetings to discuss writing instruction and/or as Routman suggests, seek out a small group of my peers to talk writing. The problem with my school and others I’ve worked at is that there is not a lot of opportunities/or even encouragement for teachers to collaborate on topics important to us. Meetings and planning time too often has mandated topics directed from the top down. The good old days (as my mentor has told on a few occasions) of teachers doing skill sharing and having prominent opportunities to provide leadership and knowledge is nearly gone (at least at my school). It’s really sad and scary to experience this trend.
Test Scores – Routman makes the case that high-performing schools have a combination of strong collaboration/professional development for teachers, strong school culture, leadership who “get it,” and daily authentic opportunities for reading and writing.
Adopting a program – Routman warns the reader about packaged writing curriculum and gives us some criteria of what to be extra wary of. Unfortunately, much of this is a mute point considering your average teacher has little say in curriculum adoption. What she did point out that really resonated with me is teachers right and duty to use professional judgement when teaching writing and beyond. It blows me away how some teachers take every administrative directive as something they need to adhere to one hundred percent. Absolutes do not work in education because students and their needs are variable!
Chapter 12
ReplyDeleteThe take home point of chapter 12 is that we teachers ought to be very intentional. Are the lessons we teach helpful, important, worthy of our time and students’ time? If they are, great, if they are not, we need to be reflective and adaptive. Another important message Routman discussed was time management. We shouldn’t put in long hours, especially on more tedious tasks that do not directly lead to student success (hmm, that sounds like half or more of what adminastrators ask of us). A final message she discussed that resonated with me is that we ought to be willing to share personal anecdotes and details with our students. I have four classes this year. It’s hard to share my life with my students, especially when every minute I have with them is precious. Recently I shared an anecdote with my fifth graders that was really helpful in them getting to know me and in turn, getting them to buy into what I was teaching them that day. My grad school lead teacher’s closing remarks to my cohort was that teaching was about relationships. Indeed!
Hi Brian,
ReplyDeleteHow sad for your staff that they feel there is no time to for professional conversations. I don't doubt them, many teachers have also lamented this point. As I was reading your post, I absolutely understood how some people are not comfortable speaking up in meetings or even want to meet after a long day. But what I was thinking is what about writing them in an email or starting a collaborative Google Doc where people can pipe in and the ball can get rolling so to speak. As someone who feels comfortable with writing, it might serve you well (and your students) if you used this strength to convey your areas of concern, questions or interests. Then once interested parties were identified, the topic narrowed and even some background work done like reading articles, then might be the time to meet and have continued conversations in a face-to-face format.
Excellent point that teachers need to use their best judgement because students' needs differ and vary. :D
Hear! Hear! Teaching is about relationships!!!
Ch. 11 & 12
ReplyDeleteAfter I read chapters 11 and 12 an image and saying from “Friends” came to mind. Chandler said it best, “Can open. Worms everywhere.” This has been a hot topic for my two teaching colleagues. The district adopts these canned programs. Best Practices??? Let’s start with Step-Up. Unfortunately they hired a great lady who knows her “stuff” to convince us that Step-Up is an effective program and also how to make use of the pieces. Having taken other classes from this instructor, I know her writing instruction is much more organic that the individual pieces she was teaching from Step-Up. Next, the district adopts a reading program for all primary grades called Read Well. Karen & I were on the adoption committee and our voices were not only ignored, but we were indirectly told our opinion didn’t matter. To add injury to insult, the addition of Read Well composition writing program was added. It sits in a box in my room. I’m not even willing to open it to search for potentially “good” parts. I was on our School Improvement Team with the job of finding research that backs up using Read Well as an effective program for all students. Guess what? Couldn’t find it. It wasn’t even a recommended program from our State Department, for what that’s worth. I’ve had a few too many of these experiences and now have an extremely heavy heart due to the fact that I can’t do anything to make a difference outside my classroom. I am now reading Crucial Conversations to ready myself for future crucial conversations. I appreciate the “Key Research Findings” along with the sources. Having taught for 20 years, I can’t be quiet and shut down. Best practices and research based has been overlooked due to an agenda. I care too much for the well being of our children. I know for a fact that my two colleagues are as passionate as I. We work as a team, a wonderfully united team. I voice my thoughtful opinion freely, LeAndra uses her keen vocabulary to eloquently get the point across, and Karen is our wise sage (who doesn’t look a day over 40) with the experience that is valued. Regie states two different thoughts that resonate strongly with me, and I’m sure my two other team members as well; “Trust your professional common sense and your own successful teaching experiences” p.261 and “Outstanding teachers analyze situations, know the research, rely on their heart and spirit as well as experience and professional knowledge, and make wise instructional decisions for their students. Such teachers do not discard what they know when a new mandate or program comes along. They find ways to ensure that their students are successful,” p. 274. Regie gives me hope in the last paragraph of chapter 11. She states that “change happens one person at a time, one school at a time…” It seems to me, that’s what my first grade team is doing. :) Maybe together, we can make a difference.
Chapter 12 reiterates what I was taught by my wise 4th grade colleague. Work smarter, not harder. We asked the question to every assignment, “Does it teach something essential? Are the students getting the most bang out of their learning buck?” If we couldn’t say yes, it wasn’t worthy of our classroom time. We revamped our whole curriculum one year asking those questions. I still ask those questions to this day.
You guys ARE making a difference! You're doing what you know is best for your students. And Jackie and I can also say from teaching this course for years, others are out there doing the same!!! :D
ReplyDeleteDon't even get me going on Read Well. UGH! I let my admin know that no one was using it with fidelity, that my class hated reading and I had NEVER, EVER had a class who didn't love reading before and it wasn't even a good program. At the time I used it there was NO comprehension piece. (And we all know that reading is meaning. I heard they did at a comprehension piece later.) Well, the ENTIRE primary K-2 teaching staff of the whole district was pulled out of class with subs for a special meeting where we reviewed the pieces of Read Well and were told if we didn't follow the program exactly it was insubordination. (Ummm, amazing what one person can cause to happen- huh?) Well it gets better...I then was put on a watch that made sure during reading time I was reading from the scripted program word for word for the rest of the year. As you can imagine, I left the district after that year. Oh, and I forgot to mention one of the district administrators happened also to be a Read Well Consultant. So, with full disclosure you can see where I stand on using Read Well as an adoption for K-2. :D
Change can happen one person at a time. That's where it all starts with. Great questions to ask!