My school system is experiencing "low morale." This is a result of low test scores over several years, becoming a Title 1 because of our free/reduced lunch status, and many many jurisdictions from the state. "Low morale" is a phrase that many people are throwing around. I have been pondering,
"what do we do about low morale?"
"What can I do, right where I am, to improve the morale of my colleagues?"
Ultimately, I can do nothing to change the attitudes of those working around me. But, this attitude, this constant talk about what the "corporation" is doing to us is daunting. I love my school, I love the people that I work with, I love the leadership that my principal provides... I am in a good place. The morale is everywhere! I would dare say that if we took a poll across the United States in public sectors that we would find that most educators are desperate to find the solution that helps our public education. This desperation is good. GOOD? This desperation is good because it can be a proponent for change.
While I can't change the attitudes of my colleagues towards the administration, or the parents, or the state, or our community I can begin discussions that lead to change. Eventually, that discussion will circle around to the real reason why we're all here: the children. I hope to lead that discussion where instead of complaints, and moaning we decide that we can't do anything about the factors and decide to pull ourselves up by the boot straps and do whatever it takes for the sake of these children. We do this by:
-Knowing what we believe to be true about the instruction of reading. What do we know? How do we know it? What kind of research do we have to support it? The rest we throw out.
-What do we know about people that can help us motivate parents, and their children? How can we get them more involved, and how can we show them what to do with their children? Even though we don't have parent teacher conferences because the state took that away from us, we may have to sacrifice our time to help these children and their families.
-What do we believe as teachers individually? What do you believe? Once a teacher has established this they can go into that classroom and put those beliefs into practice. My core stays the same:
I believe that all children can learn, I believe that they learn by doing, and that working with a teacher in a small group, or individually is how they learn best.
These are my beliefs, now I must display that in my teaching.
It is daunting! The teaching of children will always be daunting. Don't come along if you're not up for the task. But, if you are willing, able, and optimistic, come along for the ride. For those of you who are on this ride already, let's talk, but in that talk let's help change occur...
Saturday, October 3, 2009
Sunday, August 23, 2009
The Big Day!
This summer has brought a lot of changes for me this year. Last year I looped up with my first graders to second grade and had a blast. After last summer I was preparing to meet my treasures after a long summer break. This year, after much contemplating I made a big step. I moved schools...
I loved my old school friends, I loved my students, I loved having lots of prior knowledge there...but I wasn't satisfied, I wasn't content. An opening at another school became open in the first grade. I heart first grade. If ever I have loved an age of elementary children it is first graders. You see so much progress in a school year, it is a sight to behold. The school that had this posting is an excellent school, out of all the schools in my city it is one of my favorites! I applied, and after interviewing I accepted a job at my new school. I had to move!
I packed my bags, boxes, crates and whatnot...
And, here I am, ready to begin a new school year at a new school, with children I don't know, coming from families of unknown names, and I don't even know some of my colleagues names. I am content though, I have assembled my classroom, I have readied my books, gathered my materials, looked at my class list. On the eve of this new beginning I am nervous, excited, but ready for change.
This summer I chatted online with a former student through Facebook, here is the just of our conversation:
Student:"so mrs. amick, i went to registration today and they said that you don't work there anymore :-("
Me: "Yea, i moved schools this summer."
Student:"i don't get it mrs. amick, i won't see you everyday :-("
Me: "you know how i told you in the 1st and 2nd grade that i wanted you to take risks as a writer and a reader. and to do that that sometimes you had to change the way that you do things? i'm taking a risk as a teacher by moving. change is good remember?"
Student: "yea, i get it, but i'll miss you. i'm proud of your risk taking though. sometimes you have to work hard to see great results."
Me: "i'll do my best!"
Student: "i'll still miss you, but we can talk here."
A new year is starting for me, I am thrilled to see what change happens for me and my students.
I loved my old school friends, I loved my students, I loved having lots of prior knowledge there...but I wasn't satisfied, I wasn't content. An opening at another school became open in the first grade. I heart first grade. If ever I have loved an age of elementary children it is first graders. You see so much progress in a school year, it is a sight to behold. The school that had this posting is an excellent school, out of all the schools in my city it is one of my favorites! I applied, and after interviewing I accepted a job at my new school. I had to move!
I packed my bags, boxes, crates and whatnot...
And, here I am, ready to begin a new school year at a new school, with children I don't know, coming from families of unknown names, and I don't even know some of my colleagues names. I am content though, I have assembled my classroom, I have readied my books, gathered my materials, looked at my class list. On the eve of this new beginning I am nervous, excited, but ready for change.
This summer I chatted online with a former student through Facebook, here is the just of our conversation:
Student:"so mrs. amick, i went to registration today and they said that you don't work there anymore :-("
Me: "Yea, i moved schools this summer."
Student:"i don't get it mrs. amick, i won't see you everyday :-("
Me: "you know how i told you in the 1st and 2nd grade that i wanted you to take risks as a writer and a reader. and to do that that sometimes you had to change the way that you do things? i'm taking a risk as a teacher by moving. change is good remember?"
Student: "yea, i get it, but i'll miss you. i'm proud of your risk taking though. sometimes you have to work hard to see great results."
Me: "i'll do my best!"
Student: "i'll still miss you, but we can talk here."
A new year is starting for me, I am thrilled to see what change happens for me and my students.
Thursday, August 20, 2009
The Cafe Book
Recently, I posted about reading the Daily 5 because I was having trouble reading the Cafe Book. I understood the concepts but it seemed like I was missing the beliefs behind this book. I would recommend reading The Daily 5 first and then The Cafe Book. They springboard one right into the other. I would like to take you through the book and make my comments by chapters since there is a LOT of information inside this book!
The CAFE Book by Gail Boushey & Joan Moser "the sisters"
Chapter 1: Introduction: The Beginnings of the CAFE Menu Assessment System
This chapter basically gives you an overview of the research behind the CAFE, it's assessment tools, and how it is still a work in progress. I do have to say that throughout the book the sisters continually comment about how they continue to see and hear how teachers take this material and make it their own. They are excited to see the pieces played out in the classrooms around the country and they invite you to visit their website to ask questions, and moderate discussions. True lifelong learners never stop learning and growing!
Chapter 2: The CAFE Notebook and Record-Keeping Forms
I found this section very helpful. I have struggled with how to keep all of my conferring notes in order. Also, what do I talk about in a conference with a student? The sisters take their reader through their notebook which is really a binder that holds everything within. I went out and purchased a binder, personalized it to make sure I could always find it, and printed out the forms for each student. I am excited to give it a try and see how beneficial it is for record keeping. "We have gone through many, many different styles and formats for these forms, always trying to reduce what we collect to the information we truly need to assist students and capture how they are changing and growing as readers and writers." Collecting what we truly need is all teachers truly want!
Chapter 3: Step-by-Step: The First Days of School
This chapter gives a very descriptive review of how to get the ball rolling during those first couple of days of school. I didn't find it to be very useful specifically, but it did get me thinking about my own classroom and how I begin getting my classroom ready for Independent Reading. This chapter however was where The Literacy CAFE Menu was introduced. While I didn't think that in the first grade level that we needed to be so formative in the setting of our goals I did like the menu. It allows me as a teacher to look at that menu and confer more precisely with students. This is going to be an awesome tool for me to use during the conferring.
Chapter 4: Conferring with Children: Principles and Examples
Ever thought: "What should I say that will change this child as a reader/writer?" The sisters have developed a chart that deals with this question specifically. It is the, "Seven Elements to Successful Conferences." Wow! Someone make that into a poster so that I can use it every day! Actually, as mentioned before they have come up with a CAFE menu that can be used to help figure out what a kid needs to work on in Reading. What areas do we need to improve upon? Then we can use the menu to teach precisely and quickly during a conference. Within the CD-Rom that comes with the book all of the forms can be printed and used. I like that, because so many times there are forms within the book but they have to be made by me again, and they're never the same!
Chapter 5: Eavesdropping on Some Conferences
This chapter sort of explains itself, it is just some examples of conferences and how they have used the menu to help them with a student.
Chapter 6: Whole Class Instruction
One thing that blew me away in this chapter was a teachers ability to assess students and move through the strategies according to what they need as a class. There is a sequence, but they encourage teachers to move according to what the class needs! They do say, "These professional judgement calls come fairly easy to Joan because of her expertise with assessments and her experience with CAFE. New teachers who are trying to juggle assessment protocols, school standards, faculty expectations, student and family relationships, and a variety of academic lesson plans may feel too overwhelmed to select CAFE strategies based on emerging student needs. It is perfectly appropriate to follow the given sequence, alternating between columns to provide balance during the first months of school."
Then I got to thinking about my student teacher from two years ago. She still asks me for professional books to read. She still is trying to grasp this literacy thing, not because she is not knowledgeable, but because she is still trying to better herself. She is still trying to learn all she can to be the best that she can! This menu would help a new teacher tremendously because it gives them an outline to follow. The seven keys to conferring is perfect for someone who is not confident in their abilities yet!
Chapter 7: Strategy Groups
This chapter stretched me as a teacher of reading. I believe in small group instruction. I struggle, and have been contemplating having strategy groups as opposed to guided reading groups. I am still not sold. I may not be able to relinquish that control... I am a work in progress! However, it makes perfect sense except for in the first grade. I am wondering, "how am I going to teach those print strategies if they are in a small group right there in front of me?" Again, it is about me giving up that control.
I am not sold on the Daily 5, but I do see some very strong elements in the program. One of the things that I feel strongly about is making the learning of reading a very natural progress. I firmly believe that it should not be about setting goals and pressing on to meet them. I just believe that we need to see a skill, and then practice it. At my grade level I am not ready to add more "goal" pressure to them. (Just my opinion!) I do however like many other things about this book! I love the forms, I love the sequence of skills in the menu, I love the units that are in the back of the book. It gives people who are new to this readers workshop thing a very clear and precise path to follow. It would be a great buy for student teachers, or a principal or administrator that is trying to move towards the workshop model.
The CAFE Book by Gail Boushey & Joan Moser "the sisters"
Chapter 1: Introduction: The Beginnings of the CAFE Menu Assessment System
This chapter basically gives you an overview of the research behind the CAFE, it's assessment tools, and how it is still a work in progress. I do have to say that throughout the book the sisters continually comment about how they continue to see and hear how teachers take this material and make it their own. They are excited to see the pieces played out in the classrooms around the country and they invite you to visit their website to ask questions, and moderate discussions. True lifelong learners never stop learning and growing!
Chapter 2: The CAFE Notebook and Record-Keeping Forms
I found this section very helpful. I have struggled with how to keep all of my conferring notes in order. Also, what do I talk about in a conference with a student? The sisters take their reader through their notebook which is really a binder that holds everything within. I went out and purchased a binder, personalized it to make sure I could always find it, and printed out the forms for each student. I am excited to give it a try and see how beneficial it is for record keeping. "We have gone through many, many different styles and formats for these forms, always trying to reduce what we collect to the information we truly need to assist students and capture how they are changing and growing as readers and writers." Collecting what we truly need is all teachers truly want!
Chapter 3: Step-by-Step: The First Days of School
This chapter gives a very descriptive review of how to get the ball rolling during those first couple of days of school. I didn't find it to be very useful specifically, but it did get me thinking about my own classroom and how I begin getting my classroom ready for Independent Reading. This chapter however was where The Literacy CAFE Menu was introduced. While I didn't think that in the first grade level that we needed to be so formative in the setting of our goals I did like the menu. It allows me as a teacher to look at that menu and confer more precisely with students. This is going to be an awesome tool for me to use during the conferring.
Chapter 4: Conferring with Children: Principles and Examples
Ever thought: "What should I say that will change this child as a reader/writer?" The sisters have developed a chart that deals with this question specifically. It is the, "Seven Elements to Successful Conferences." Wow! Someone make that into a poster so that I can use it every day! Actually, as mentioned before they have come up with a CAFE menu that can be used to help figure out what a kid needs to work on in Reading. What areas do we need to improve upon? Then we can use the menu to teach precisely and quickly during a conference. Within the CD-Rom that comes with the book all of the forms can be printed and used. I like that, because so many times there are forms within the book but they have to be made by me again, and they're never the same!
Chapter 5: Eavesdropping on Some Conferences
This chapter sort of explains itself, it is just some examples of conferences and how they have used the menu to help them with a student.
Chapter 6: Whole Class Instruction
One thing that blew me away in this chapter was a teachers ability to assess students and move through the strategies according to what they need as a class. There is a sequence, but they encourage teachers to move according to what the class needs! They do say, "These professional judgement calls come fairly easy to Joan because of her expertise with assessments and her experience with CAFE. New teachers who are trying to juggle assessment protocols, school standards, faculty expectations, student and family relationships, and a variety of academic lesson plans may feel too overwhelmed to select CAFE strategies based on emerging student needs. It is perfectly appropriate to follow the given sequence, alternating between columns to provide balance during the first months of school."
Then I got to thinking about my student teacher from two years ago. She still asks me for professional books to read. She still is trying to grasp this literacy thing, not because she is not knowledgeable, but because she is still trying to better herself. She is still trying to learn all she can to be the best that she can! This menu would help a new teacher tremendously because it gives them an outline to follow. The seven keys to conferring is perfect for someone who is not confident in their abilities yet!
Chapter 7: Strategy Groups
This chapter stretched me as a teacher of reading. I believe in small group instruction. I struggle, and have been contemplating having strategy groups as opposed to guided reading groups. I am still not sold. I may not be able to relinquish that control... I am a work in progress! However, it makes perfect sense except for in the first grade. I am wondering, "how am I going to teach those print strategies if they are in a small group right there in front of me?" Again, it is about me giving up that control.
I am not sold on the Daily 5, but I do see some very strong elements in the program. One of the things that I feel strongly about is making the learning of reading a very natural progress. I firmly believe that it should not be about setting goals and pressing on to meet them. I just believe that we need to see a skill, and then practice it. At my grade level I am not ready to add more "goal" pressure to them. (Just my opinion!) I do however like many other things about this book! I love the forms, I love the sequence of skills in the menu, I love the units that are in the back of the book. It gives people who are new to this readers workshop thing a very clear and precise path to follow. It would be a great buy for student teachers, or a principal or administrator that is trying to move towards the workshop model.
Friday, August 14, 2009
The Daily Five
Okay, so I've been on hiatus. I have still been teaching, and reading, being a mother, wife, and etc. On top of that though I had been taking classes to renew my license and that really drained me for some reason. Now I am back ready to blog, and ready to continue growing professionally, not because I was made to do it but out of desire.
Stenhouse Publishers sent me the Cafe Book by the "sisters" to review. I got about halfway through the book and realized that I didn't have much schema about the The Daily Five. I was missing a large puzzlepiece of this book. So, instead I picked up The Daily Five and began reading it over the course of a couple of days. I learned a lot, and found it to be a very good read. After reading The Daily Five I picked up The Cafe Book and it has been a much easier read. Expect my review in a couple of days.
The Daily Five had a lot of good quotes that I had read over the years but had forgotten their meaning. As you all are beginning the start of you school think of your room arrangements, your communities, and your explicit instruction. How will these words guide your preparations?
"Just adding more time and space for independent reading is not enough. I'm advocating a carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluating, and goal setting along with voluntary reading of books students choose... When an independent reading component is added, test scores go up." -Regie Routman
"Eventually, I realized, of course, that nothing was wrong with "these kids." They don't get it because I hadn't shown them how. I'd told them to be respectful, thoughtful, and kind, but I hadn't shown them what that looks and sounds like."
-Debbie Miller, Reading with Meaning: Teaching Comprehension in the Primary Grades
"Whe we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners."
-Kathy Collins
Don't forget to plan for establishing routines, and developing routines!
Stenhouse Publishers sent me the Cafe Book by the "sisters" to review. I got about halfway through the book and realized that I didn't have much schema about the The Daily Five. I was missing a large puzzlepiece of this book. So, instead I picked up The Daily Five and began reading it over the course of a couple of days. I learned a lot, and found it to be a very good read. After reading The Daily Five I picked up The Cafe Book and it has been a much easier read. Expect my review in a couple of days.
The Daily Five had a lot of good quotes that I had read over the years but had forgotten their meaning. As you all are beginning the start of you school think of your room arrangements, your communities, and your explicit instruction. How will these words guide your preparations?
"Just adding more time and space for independent reading is not enough. I'm advocating a carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluating, and goal setting along with voluntary reading of books students choose... When an independent reading component is added, test scores go up." -Regie Routman
"Eventually, I realized, of course, that nothing was wrong with "these kids." They don't get it because I hadn't shown them how. I'd told them to be respectful, thoughtful, and kind, but I hadn't shown them what that looks and sounds like."
-Debbie Miller, Reading with Meaning: Teaching Comprehension in the Primary Grades
"Whe we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners."
-Kathy Collins
Don't forget to plan for establishing routines, and developing routines!
Monday, March 16, 2009
"Everything you need is already inside."
-Nike
I have been spending a lot of time at Nike.com lately as I log my hours of running on their website. I have entered and accomplished my first challenge of 25 miles. I have been documenting my times and setting goal after goal after goal. This quote came to me in an advertisement and I quickly jotted it down, placing it in my writer's notebook.
Mulling it over for the last couple of days I have finally found why it is so meaningful to me at this time. Today, I stayed home from school to take Sydni to the doctor, my husband arrived home at 3:00 and by 4 I was out running in the afternoon sun. I struggled during that 2:63 miles. My mile pace was high, I was supposed to run 3 miles and only could make it 2:63. I felt like my legs were lead, and I was seriously considering vomitting. I gave up!
Later, when I put my kids to bed I decided to take a walk with the dog. Lucy is my smallest dog, but she was meant to be a sled dog, she can pull someone literally anywhere she wants to go. Tonight, she wanted to run and boy did we run! We paced each other for 3:50 miles, my pace 8'11'' per mile. I darted home and realized, "this was in me all the time."
My students have been with me for 1year and half now and I am slowing dreading the time that is quickly ticking by us. Each day is another day that I will never regain with them. Today I decided that I need to share this quote with them. I know they are not runners, I know that they are 7/8 year olds, but I want to share these meaningful words.
What they need as readers is already inside: they have the skills, they know the language, the fix up strategies, and they have word power. Its time to set goals. I am excited to have them set reading goals for the end of the year. I am excited to see where they want to head. I am ready to let them lead, supporting them in their learning.
My writers need a little more support, but they are coming right along. They are so observant as readers that when they write they are willing to try different writing styles and forms. They write so freely, and they share so willingly. I want to set some goals there too but I want them to know that I support them completely.
Ultimately, I want them to know that I didn't give up. Today, it ate at me, this stinky run. The rest of the afternoon and evening I was restless, I couldn't wait to get back out there and see what was inside of me. I wanted to see what I could do! I wouldn't let it rest for another day, it had to be resolved today. I want my kids to know that giving up is not an option, that trying day after day is hard work. Work that is hard is worth doing, over and over until our goals are accomplished.
Sunday, March 8, 2009
Another Day With Debbie Miller
So Thursday night I stayed up late thinking I would have trouble sleeping anyway, and I was right, I awoke 20 minutes later than I wanted on Friday morning and flew through my routine. I arrived later than I wanted to my classroom but I still wasn't late. Debbie had not arrived yet and so I busied myself in my room making sure everything was perfect. My stomach was not a ball of nerves, I was not nervous, but I was jittery. I was anticipating the day, I was hoping she would approve of the work I had done with my students, I was hoping she would see my anchor charts and affirm my work. (Weird huh?)
I helped others find the room we would be filling, I talked with my friends, and then there she was walking down my hallway. I introduced her to some colleagues, showed her where she would be speaking, and then took her luggage to my van. When I returned to the building she asked to tour my room. She walked in and took a circle around my room, we discussed the individuals that would be attending today, and then made a decision about what they needed to see her do in my classroom. She decided that they would benefit from seeing my room as a room where Readers' Workshop had been in place for a long time. What an affirmation that my work is apparent!
The time arrived my students gathered on the rug, she read them the Alphabet Tree by Lee Lioni, and then dismissed them to go "happy reading." My students went dutifully to their seats, got their books out and began, and Debbie Miller had true conversations with my pumpkins. I stood back and reflected what I was learning from this whole experience.
-I need to live in the moment during workshop, I cannot let others things seep into my time. I need to be in the moment so that I can really listen. I need to sloooooowwwww doooowwwwn!Listening is very important and I need to be better at it!
-I need to read Choice Words by Peter Johnston. I feel like I am careful about what I say with children but that I am still learning. Researching this more can only make me better.
-I think what my facilitators learned is that this sort of reading instruction is the most important, and it doesn't fit into a little box that McGraw Hill is selling. Reading and thinking go hand in hand.
I helped others find the room we would be filling, I talked with my friends, and then there she was walking down my hallway. I introduced her to some colleagues, showed her where she would be speaking, and then took her luggage to my van. When I returned to the building she asked to tour my room. She walked in and took a circle around my room, we discussed the individuals that would be attending today, and then made a decision about what they needed to see her do in my classroom. She decided that they would benefit from seeing my room as a room where Readers' Workshop had been in place for a long time. What an affirmation that my work is apparent!
The time arrived my students gathered on the rug, she read them the Alphabet Tree by Lee Lioni, and then dismissed them to go "happy reading." My students went dutifully to their seats, got their books out and began, and Debbie Miller had true conversations with my pumpkins. I stood back and reflected what I was learning from this whole experience.
-I need to live in the moment during workshop, I cannot let others things seep into my time. I need to be in the moment so that I can really listen. I need to sloooooowwwww doooowwwwn!Listening is very important and I need to be better at it!
-I need to read Choice Words by Peter Johnston. I feel like I am careful about what I say with children but that I am still learning. Researching this more can only make me better.
-I think what my facilitators learned is that this sort of reading instruction is the most important, and it doesn't fit into a little box that McGraw Hill is selling. Reading and thinking go hand in hand.
"If we teach kids to be readers and thinkers the assessments will show that." -Debbie Miller.
They have some really challenging thinking that is going to come from this workshop! Talk more about that...and keep me posted ladies!
-I have a lot of work ahead of me, I am challenged by her thinking, challenged by her words. I think that if I didn't come away feeling that way, then she would feel like she wasn't doing her job. She challenges me, in every way imaginable, and I relish in the fact that we all challenge her. She is a lifelong learner, not the master of it all. I like that about her.
As I dropped Debbie off at the airport she hugged me and told me what a pleasure it was to spend this time together. It was the experience of a lifetime, one I will cherish for a lifetime. It was a chance to challenge my beliefs, question their alignment, and continue practicing!
Wednesday, March 4, 2009
A Day With Debbie Miller
Today I had the pleasure of listening to Debbie Miller in Warsaw Indiana. She is such a soft spoken speaker but she is mighty with her words and they pierce to the very being of a teacher's soul. This year has been a rough year, we have been thrown a lot of "new" stuff. Every administrator begins a conversation with, "I can't believe how much we've thrown at you all this year," and yet they still keep throwing...
I needed to sit and absorb what she had to say today. We get so bogged down with this crazed world we call education. We zoom around dibbeling and dabbeling, and TRCing and creating assessment after assessment, and before we know it we miss the point. We haven't stopped to listen to anyone, let alone the children in our classrooms.
I feel like a piece of salt water taffy stretched thin, but today I felt like someone started to walk me back to center. Debbie says that we must make this workshop all about being in the moment, planning surface or deep structure lessons that are explicit enough that they create the unpredictable. In this unpredictable situation we can come alongside children and guide them. It's about slowing down and listening to them think aloud, and modeling what that language is so that they can use it later. It's about creating a place of comfort that makes them believe that they are valued beyond measure, and that books have brought us to this epicenter. This is real teaching.
Here is what I have decided that I need to work on with my students:
-I would like to guide them more in their response in literature.
-We need to strengthen their partner work, really modeling this because I haven't done enough of it with my students.
-Sharing, we could stand to think more about the way that we share with one another.
I leave you with this quote that I loved from today:
I needed to sit and absorb what she had to say today. We get so bogged down with this crazed world we call education. We zoom around dibbeling and dabbeling, and TRCing and creating assessment after assessment, and before we know it we miss the point. We haven't stopped to listen to anyone, let alone the children in our classrooms.
I feel like a piece of salt water taffy stretched thin, but today I felt like someone started to walk me back to center. Debbie says that we must make this workshop all about being in the moment, planning surface or deep structure lessons that are explicit enough that they create the unpredictable. In this unpredictable situation we can come alongside children and guide them. It's about slowing down and listening to them think aloud, and modeling what that language is so that they can use it later. It's about creating a place of comfort that makes them believe that they are valued beyond measure, and that books have brought us to this epicenter. This is real teaching.
Here is what I have decided that I need to work on with my students:
-I would like to guide them more in their response in literature.
-We need to strengthen their partner work, really modeling this because I haven't done enough of it with my students.
-Sharing, we could stand to think more about the way that we share with one another.
I leave you with this quote that I loved from today:
"Sometimes we have to give children our words until they find their own."
-debbie miller
March 2009
I have more to share with you after Friday, you see Debbie Miller is coming to my school, and my classroom, and she will be working with my students. You'll pardon me if I am walking on cloud 9, but my hero is coming to town!
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