Ashleigh Dozier March/April --Chapter 2 Bond with your Students

"The modeling by people we love is what changes us." --Don Holdaway

     This quote really stuck with me because it's so true.  When I just sat and thought about the people that I loved, I realized how much they had actually taught me, just by modeling it.  I thought about my parents and how they modeled to me what marriage is, and what love looked like.  I thought about my mom and how she modeled being an amazing teacher.  This made me want to become a teacher and help children like she did.  I then thought that this can be transferred into the classroom as well.  I want my students to feel loved by me here at school. Many of my students don't get to feel the type of love that I felt from my parents and family, so I want to be sure that they feel loved when they are with me.  I realize that I can be the model that helps to mold them into the awesome learners that I know they are and can be!

      I loved reading the different ways that we can bond with out students.  One of the first things that stuck out to me was "model respect".  This is a big one because several of my students need help with showing respect to others and belongings.  It is important to teach students how to respect each other.  I really enjoyed reading the different sayings on page 16 that we can teach our students to use.  Another thing that stuck out to me was "sharing stories."  I feel that by sharing stories, the students can see that I am actually just like them and that they can relate to me in more ways than they think.  i feel that when you have more things in common with someone, you tend to feel more trusting of them and more comfortable with them.  Through reading this chapter, as well as taking this course, I am learning the importance of "shared decision making" in the classroom.  When giving the students a chance to help make choices in the classroom, it shows that you believe in their ability to make decisions and can help them to become more confident. I am beginning to see students blossom and think more outside the box when I let them take charge in the classroom! I am still learning how to do this, but we are learning together! :) 

Stephanie Wofford-March/April Blog

For this blog post, I chose to read Routman's Chapter 9-Emphasize Shared Reading.  I have to admit, this year I have not been the best with respect to shared reading.  When I saw the title of this chapter, I thought it might be a good reminder for me as to why it's so important.  The text gives a great checklist on page 133 which details all of the things that teachers are able to demonstrate through shared reading.  I'm glad that I have a document camera so that I'm able to use just about anything for shared reading and have it displayed so that all can see it.  I like the framework, which begins on page 134.  It reminds me to have time for students to discuss the text periodically with each other.  This is also great practice for my ELL students as well.  I do agree that the shared reading is a great segway into independent reading since you've already modeled good reading for students.  The list on page 136 gives great ideas for student discussion starters.  This is something that would be good to have handy...maybe on my clipboard.  There's also a great list on page 138 that would be great to have handy which lists sentence stems for both teacher and students.  When just getting into shared reading, these lists are great to have to help guide meaningful conversations about the text.  The author also provides an excellent example of a script from a shared reading done with students to give a good idea of what it might look like when implemented in the classroom.  I think that one of the best ideas Routman has is to put sticky notes in the text before reading so that you have talking points already there...it's easy once you start reading to miss important opportunities for teaching.

Stephanie Wofford-Jan/Feb Blog

For this blog, I chose to read Routman's Chpt. 5-Organize and Outstanding Classroom Library.  I have quite a large classroom library as a result of teaching for thirteen years, so numbers of books is not a problem.  I have always kept my books in bins leveled by AR so that once my kids had a reading range, it would be easier for them to find books that are just right for them.  This is how our book room in my first school in VA was organized, so maybe that's why it stuck with me.  I hoped that reading this chapter would give me some insight into ways I could make my classroom library even better. 
I thought it was interesting that the point was made that "it really doesn't matter much what kids read as long as they read and enjoy what they're reading."  While I think that's true for the most part, I do believe that as children are building their reading abilities, there should be somewhat of a balance.  I feel that improvement in vocabulary and reading ability is helped by challenges.  I liked the checklist on pages 66 and 67.  Overall, I check out pretty well.  One thing that I questioned, though, was the rotation of books.  I have to admit, my library is pretty static, with the exception of adding new titles the students suggest every once in a while.  I might think about rotating my book baskets so that at least there are new things every now and then, which might create excitement.  It might also help it be less overwhelming for students when trying to choose a book to read.  I do a good job of paying attention to what my kids like to read and then ordering from Scholastic.  I do include lots of nonfiction texts as the text suggests.  My students over the years have always seemed to love these, particularly texts about animals (sharks are always a big hit).  I thought the personal book basket for each student was a really interesting idea, as was interviewing students at the beginning of the year to gauge interests. 
I guess this is something I need to think about.  I'm not sure I'm totally ready to organize everything by genre and student interests just yet...but maybe I can look to find a happy medium for the time being.

Molly Peake Blog Post 7 March/April

Blog Post 7- March/April

Routman Chapter 10: You Only Have So Much Time

Molly Peake

This chapter of Routman spoke volumes to me.  It explains exactly how I feel…exhausted!  I spend countless hours planning and getting ready for the upcoming day and week.  I feel, just this year, that teaching is beginning to consume more of my time than anything else in my life.  As I am working on this blog I have 2 children in After School waiting impatiently for me to come pick them up.  Routman had a lot of good ideas about how to make learning more meaningful for students which in the same time will help cut down on planning lessons that are not needed.  Routman suggests that teachers should continually ask themselves when planning “how is this activity helping my students become more independent as readers, writers, and thinkers?”  Routman explains to teachers that if the answer to that question is “no” then to set the assignment to the side.  Routman strongly suggests to make ongoing evaluation a part of every literacy activity that maximizes participation and learning.  All of the ideas that Routman shared prove that “authentic reading and writing where the students have some challenge, choice, control, and opportunity to collaborate and motivate students the most”.  From what I have observed in my classroom with guided reading and partner reading, I totally agree.  I plan to use these ideas to help with planning so that teaching is not “taking over” my life and use my planning time more wisely.

Chloe Turner: Routman Blog 7: You Only Have So Much Time

When was the last time you took a step back from teaching and evaluated your work and the amount of time you spend working? Regie Routman starts her twelfth chapter in, Reading Essentials, with the idea that teachers are working TOO hard. It seems teachers find it difficult to find a balance between life and work.

A portion of teachers, myself included, seem to lack excitement in life. Regie writes that many teachers, she has come across, turn down plans because they have something they deem "more important. "A lot of times it seems to always fall back on school focused material. "Staying till six or seen each evening doesn't necessarily make us more effective teachers," (202). Routman provides tips and asks teachers to rethink how they spend their time.

Routman recommends spending time thinking. Teachers should be thinking about the "what" and "how" they want their students to learn. I must say, as a first year teacher, I am constantly consumed with thoughts about school. I can overwhelm myself with thoughts and planning. The material is new for me I don't have the experience to plan well. Routman spends a lot of time writing strategies for teachers who have had more experience. I am always trying to develop goals for my students and myself. I try to make every minute count and use all of our time wisely, but its hard. It is really hard. One thing that Routman recommends, that I find useful, is time yourself. While timing yourself, pay attention to student learning and the pros and cons of the lesson then think and reflect on the success of your time management.

Another tool Routman mentions is the mystery word. "Kids love solving words, and doing so heightens their awareness of and interest in learning new words," (208). I really like the idea of putting a few letters on the board and having my students solve the "mystery word." Its like a quick game of Wheel of Fortune. The game heightens awareness. This could be the perfect bell work. Routman writes about making this time "sensible and pleasurable." Mystery word would be a great tool to utilize for a sensible and pleasurable activity.

It is a reoccurring pattern in Routman's book, never waste student/ teacher time doing mundane activities. Look at your schedule carefully, make the room easy to access materials, reduce any "busy work" activities, and reevaluate your schedule. Routman says to spend time bettering yourself and doing the things you enjoy. I agree. I burned myself out the first semester of teaching. I stayed at school until the building closed. I have found that I enjoy this semester so much more because of the time I take for myself. I leave school early two days a week. I use that time to tutor a student outside of the school and read a book for pleasure. Don't stop planning and modifying plans, but take time for yourself. It makes us better teachers if we have a life outside of school!

Karmen Wade – Blog Post: 7: March/April Chapter 4: Teach with a Sense of Urgency (Routman)

Karmen Wade – Blog Post: 7: March/April

Chapter 4: Teach with a Sense of Urgency (Routman)

I chose to read chapter 4 because of the last word in the title, urgency. The first thought that entered my mind when I saw the word urgency was fast. According to the chapter, teaching with a sense of urgency is more about teaching in the moment rather than teaching quickly! It’s about teaching with passion, not teaching with the use of a script, workbook, or worksheet. Urgency doesn’t mean that our classroom is a stressful, rigid place full of drill and skill activities. Teaching with a sense of urgency is about making every moment count in the classroom and that makes an impact on student learning.

 When my students are working in class I always place a large emphasis on making sure that they take their time. I remind them not to rush!  I tell my students that it’s ok to take chances and create things. I encourage my students to try something new and even if they make a mistake, they can always try again! Just as I tell my students each day, take your time, don’t rush through your assignments, stop and think about it, try something new,  etc. the same things should apply to me.  I have learned that teaching material more quickly does not help students learn. I believe that it actually sends the child the exact opposite message of what learning is about. Rushing through daily material can send students the message that it’s not about discovery but more about completion. Learning is a life long journey. Teaching with urgency is about reminding our students to explore, make mistakes, and build models, re do things if it doesn’t work the first time. It allows for more inquiry based learning!

According to the chapter, teaching with a sense of urgency is not about hurrying along through standards but more about teaching in the moment! While reading, I began to really stop and think about my daily teaching practices and routines. Whether I am teaching reading, math, science or social studies, I want to provide my students with lessons and then learning opportunities that are the most effective. I found the whole-class reading approaches helpful. This year I have really tried to stop and model and share my own thinking with my students during reading instruction. I've model for the whole class what I'm thinking and asking myself as I read. This year I have started using small group instruction in reading more and more.  This year I have also tried to incorporate more time for partner sharing. One thing that I definitely want to try with my students in the future that I have not done before is a shared reading lesson where each child has a copy of the book and an interactive writing lesson. It seems like it would be a fun way to incorporate smaller group sessions through literacy instruction.  I would also like to create an area in my classroom for an independent writer’s workshop to be used daily. I already have a pretty good classroom library. My favorite area of my classroom is the area I have for read a –loud and shared reading.  It is an area where the students and I can come together for daily discussions about the many wonders the children have and share purposeful talk. I am not teaching standards but students! I believe teaching with urgency is fun for the students and the teacher. It helps the students become stronger in their role as a learner.  After reading Routman’s chapter on teaching with a sense of urgency I have learned more strategies that I want to try with what I am already practicing with my students. Teaching with a sense of urgency is about making every moment count in the classroom!

Brittany Daly – Blog Post 7: Miller (2013), Section 2: Why Not? What Works? Why Independent Reading Matters and the Best Practices to Support It

In this section of No More Independent Reading without Support, Miller presents all of the major points we have discussed throughout the year in our class. While many of the points Miller makes are points I have already heard, it has been beneficial for me to read about them again. The more I read, the more inspired I am to keep working on the way I organize my reading instruction.

Miller begins by providing evidence that validates the importance of independent reading, and she focuses on the practices that are critical for effective independent reading. This year, I have tried to provide my students with more time to read. I used to be so focused on my reading lessons that I barely left time for students to actually practice the skills I was teaching. I believe that my students have spent a significantly larger portion of time reading this year. I have also allowed much more student choice this year than in past years. I think this has instilled in my students a desire to read.

One thing that I still need to improve is the way I monitor and assess student reading. I began the year with great intentions. I created my reading conference binder and revised my conference sheets, but as it usually happens, time got away from me. I found that I was almost always occupied by other things when I should have been conducting meaningful, ongoing conferences with students. I know that, “Conferring during IR time can be a meaningful way to make students accountable, provide individual help and guidance, and assess reading progress” (p. 34). I understand the importance of this constant formative assessment, but I just struggle to find the time to do it well with all students. This is an area I intend to continue to work on as next year begins. I have high hopes for next year’s reading instruction, and I am excited to use the tools provided in our two class texts to help me.