Routman proposes five things to ensure students become excellent readers. Out of her list of five I would demonstrate that importance of showing the students that I am a reader. When I began volunteering in classrooms several years ago, I began to realize that teachers would take at least 15 minutes of their day to gather the class together and read aloud to them. I always assumed that the reason for this is that it provided a “brain break” for learning for the student and teaching for the teacher. After reading Routman especially in the last chapters I have come to a different perspective of why teachers read to students, it is to show them that they are readers and that reading can be fun.
In chapter 3 she writes that she shares her passion for reading with her students. How reading a book gives her joy, happiness, comfort, etc. Sharing that type of enthusiasm with students is important. As Routman states many times in her first three chapters, students admire teachers and see them as role models and one great hobby that we can share with students is reading. My master teacher shares this with her class by making it a habit at the end of second recess, she has the students wash their hands, sit down on the carpet, hands them snacks and reads to them while they are eating and engaged.
Another topic that Routman stated in chapter 2 was the importance of bonding with students. In my dyad placement I witnessed my master teacher bonding with his students by using stories and books that he would read. For example there was a student that interested in mysteries, therefore he would share with her the types of books that he used to read when he was younger and hoping that she would take an interest in them as well. He told me one day that it is important to tell your students that you are a reader and to read to them in class as it does open up new ideas for them, and you’re not wasting time as you are engaging their minds.
Saturday, January 16, 2010
Monday, January 11, 2010
The Importance of Trust
“We teachers have the power to make magic happen in our classrooms. Once our students bond with us and trust us, anything is possible.”
The quote that I chose to discuss is on page 14 of Routman. She just finished explaining her story of entering a classroom of first graders who claimed that they couldn’t read. In the process she told them that she was a magician and promised by the end of the week on Friday that all of them would be able to read as they were going to write a book titled, “We Can.” The point of this story was to illustrate the importance of bonding with our students emphasizing on the issue of trust.
I chose this quote because I feel that I am in the same situation in my main placement. I am also in a first grade classroom where both first grade teachers decided on doing a reading switcharoo, where my main teacher is in charge of those students that need more help with reading. As this is their first year trying out this method, my master teacher has indicated to me several challenges, one of them being the lack of bonding with each student from the other classroom.
After reading this chapter I can see how it would be important for my teacher to have that trust and bondage with the other students. Just last week one of the students, from the other classroom, started to cry as he felt that my master teacher was being to hard on him, and shared his frustrations by stating that he would rather be with the other teacher, because “she isn’t mean.” As the class was over my master teacher shared with me that she wishes she could spend more time with them and getting to know them better. She knew that student had a difficult time with reading, but was not “in the bottom.”
I agreed with her, but at the same time I didn’t know what she exactly meant by that but I had some idea of what she was trying to say. After reading this chapter I have a better understanding of what she meant. She needs for him to trust her and know that she is not there to get him, wants him to fail, or to embarrass him. And that her main motive is to get him read and to learn the best of his ability. Without that trust factor, it will be more difficult for him to learn. As Routman says later on in the paragraph, “we learn more, and learning is easier, when we trust our mentors and colleagues.” The same goes for our students.
The quote that I chose to discuss is on page 14 of Routman. She just finished explaining her story of entering a classroom of first graders who claimed that they couldn’t read. In the process she told them that she was a magician and promised by the end of the week on Friday that all of them would be able to read as they were going to write a book titled, “We Can.” The point of this story was to illustrate the importance of bonding with our students emphasizing on the issue of trust.
I chose this quote because I feel that I am in the same situation in my main placement. I am also in a first grade classroom where both first grade teachers decided on doing a reading switcharoo, where my main teacher is in charge of those students that need more help with reading. As this is their first year trying out this method, my master teacher has indicated to me several challenges, one of them being the lack of bonding with each student from the other classroom.
After reading this chapter I can see how it would be important for my teacher to have that trust and bondage with the other students. Just last week one of the students, from the other classroom, started to cry as he felt that my master teacher was being to hard on him, and shared his frustrations by stating that he would rather be with the other teacher, because “she isn’t mean.” As the class was over my master teacher shared with me that she wishes she could spend more time with them and getting to know them better. She knew that student had a difficult time with reading, but was not “in the bottom.”
I agreed with her, but at the same time I didn’t know what she exactly meant by that but I had some idea of what she was trying to say. After reading this chapter I have a better understanding of what she meant. She needs for him to trust her and know that she is not there to get him, wants him to fail, or to embarrass him. And that her main motive is to get him read and to learn the best of his ability. Without that trust factor, it will be more difficult for him to learn. As Routman says later on in the paragraph, “we learn more, and learning is easier, when we trust our mentors and colleagues.” The same goes for our students.
Monday, December 7, 2009
My Definition of Literacy
On page 32, Au starts off his paragraph saying, "As part of culturally responsive instruction, teachers my explore with their classes the way in which students and their families use literacy at home and in the community. Students may use literacy in sophisticated ways which are not necessarily familiar to teachers from mainstream backgrounds."
This quote speaks strongly to me because it reminds me of a class that I took as an undergrad. It was about teaching African American students and studying their culture in American. My professor told us a story about her first years of teaching high school, she didn't understand why the African American students would be sitting at the back of her class everyday in which she would catch them talking and passing notes during silent reading. One day she had the courage and to walk over to two students that were passing notes and grab it from them. She didn't read it out loud in front of the class, but read it after school. She was surprised of what they wrote as she assumed that she was going to find a statement saying something immature. Instead she realized that students were passing notes of what they were reading about. She was ecstatic that her students did care about class, but realized that she needed to do something to connect to the other student or she feared the worse, that her student couldn't read. She spoke to one of her colleagues and he asked her what his culture or family dynamics were like. After much research and speaking to this student she came to the conclusion that the student would only read if the article or book pertained or associated with his life situations.
The moral of her lecture was it depends on the student if they want to take in any reading, writings, or any other form of literacy. It is a choice. As an educator it is up to us to find literature that will connect to all students.
This quote speaks strongly to me because it reminds me of a class that I took as an undergrad. It was about teaching African American students and studying their culture in American. My professor told us a story about her first years of teaching high school, she didn't understand why the African American students would be sitting at the back of her class everyday in which she would catch them talking and passing notes during silent reading. One day she had the courage and to walk over to two students that were passing notes and grab it from them. She didn't read it out loud in front of the class, but read it after school. She was surprised of what they wrote as she assumed that she was going to find a statement saying something immature. Instead she realized that students were passing notes of what they were reading about. She was ecstatic that her students did care about class, but realized that she needed to do something to connect to the other student or she feared the worse, that her student couldn't read. She spoke to one of her colleagues and he asked her what his culture or family dynamics were like. After much research and speaking to this student she came to the conclusion that the student would only read if the article or book pertained or associated with his life situations.
The moral of her lecture was it depends on the student if they want to take in any reading, writings, or any other form of literacy. It is a choice. As an educator it is up to us to find literature that will connect to all students.
Monday, November 30, 2009
Assessment
“Less ranking, more evaluating.” Reading Elbow’s paper made me realize in a deeper sense how important and complicated assessment is. In reading Elbow’s article I could feel his passionate attempt to have his readers focus more on evaluation. In the first pages of his article he stated the three problems of ranking; it is unreliable, it does not give substantive feedback, and creating a negative notion and atmosphere for teaching and learning. Further on he provides examples of how to grade without giving a letter grade or ranking.
Elbow also mentions different ways and examples of how to else a teacher and assess. When reading these examples, it reminds me of all my courses in this program and how my professors grade. Instead of grading a test we are assigned projects, portfolios, blogs, and work to share with our classmates. It is through this work that we are evaluated by content and quality as opposed to just looking for the one correct answer. When assessing a project, profolio, etc. it is highly possible that grading on a rubric, or evaluation rubric. Routman sends a disclaimer of how rubrics are like checklists "can disrupt the flow of teaching and learning." page 242.
As an educator I will keep in mind how emotional and sensitive grading can be. Through my undergrad years I remember writing my papers and answering questions that would cater to the teacher’s preferences. In my own classroom I will try to keep an open mind and accept all points of view, and if I question the answers of a student I would ask them one-on-one what their intent was. Perhaps if they did not understand I should not see that as their failure, but take responsibility and realize that I may be partly at fault.
I remember my 4th grade teacher did that with one of my friends. She had trouble putting her thoughts on paper as well as other classmates. My teacher gave the option of talking to her to justify your answers. At the end of the week we would have silent work time, where students had the opportunity to meet with her one-on-one. During this time we were allowed to talk to her about our grades and discuss with her why we did not deserve the grades that we received. I loved having this option as we all felt that she really did care about us and our thoughts.
No matter how we grade our students the one of the most important issues that we have to remember are encouraging students to do their best and to keep them motivate. It is our goal, as teachers to do so.
Elbow also mentions different ways and examples of how to else a teacher and assess. When reading these examples, it reminds me of all my courses in this program and how my professors grade. Instead of grading a test we are assigned projects, portfolios, blogs, and work to share with our classmates. It is through this work that we are evaluated by content and quality as opposed to just looking for the one correct answer. When assessing a project, profolio, etc. it is highly possible that grading on a rubric, or evaluation rubric. Routman sends a disclaimer of how rubrics are like checklists "can disrupt the flow of teaching and learning." page 242.
As an educator I will keep in mind how emotional and sensitive grading can be. Through my undergrad years I remember writing my papers and answering questions that would cater to the teacher’s preferences. In my own classroom I will try to keep an open mind and accept all points of view, and if I question the answers of a student I would ask them one-on-one what their intent was. Perhaps if they did not understand I should not see that as their failure, but take responsibility and realize that I may be partly at fault.
I remember my 4th grade teacher did that with one of my friends. She had trouble putting her thoughts on paper as well as other classmates. My teacher gave the option of talking to her to justify your answers. At the end of the week we would have silent work time, where students had the opportunity to meet with her one-on-one. During this time we were allowed to talk to her about our grades and discuss with her why we did not deserve the grades that we received. I loved having this option as we all felt that she really did care about us and our thoughts.
No matter how we grade our students the one of the most important issues that we have to remember are encouraging students to do their best and to keep them motivate. It is our goal, as teachers to do so.
Tuesday, November 24, 2009
6 traits
I decided to write about 6 traits after class because I wanted to see what other people thought about it. I was relieved when I found out that there are some people that felt the same way I do. I had a hard time reading the article as I had horrible memories of my 4th grade teacher as she drilled these traits (and more) into our minds, and that we would be good writers is if we had followed all the traits when writing a paper. It was a rubric, we would only be graded on how it flowed according to the 6 traits. However her teaching method was the complete opposite from my 5th grade teacher who only cared about grammar, spelling, and punctuation, making it hard for me to write, especially since I had lost my voice. My junior high years were a mess as I was uncertain how to write, do I follow what my 4th or 5th grade teacher had taught? What ever happened to just writing?
It wasn’t until my sophomore year of high school that I felt I had a teacher that understood my writing and how hard it was for me to express myself on paper. He could tell that I was confused especially after the second paper that I wrote in his class and told me that it was too dry. That he could tell that I only paid attention to grammar and writing and that he wanted more “personality” or voice in it. He approached me and stated that he was worried about me and my future. I told him about my confusion and he insisted that it was okay to break the rules, write fragment sentences and to always include who I am in my paper because that always makes a paper more fascinating.
It wasn’t until my sophomore year of high school that I felt I had a teacher that understood my writing and how hard it was for me to express myself on paper. He could tell that I was confused especially after the second paper that I wrote in his class and told me that it was too dry. That he could tell that I only paid attention to grammar and writing and that he wanted more “personality” or voice in it. He approached me and stated that he was worried about me and my future. I told him about my confusion and he insisted that it was okay to break the rules, write fragment sentences and to always include who I am in my paper because that always makes a paper more fascinating.
Wednesday, November 11, 2009
Brown's article
Brown’s article was not only entertaining to read, but made me understand the optimal learning model that was stated in Routman, a bit more. I especially was thrilled to see examples of Brenda and Linda’s work with Travis, Shamika, and Patrick. As I was reading each description of each child I could easily imagine a student from both my main placement and dyad. With each student I will share an observation or interaction between that student and my master teacher or myself.
Travis: Linda began using simple predictable books during small group time in which Travis was in. Before Linda reads the book she has them look through the book and make predictions, then explains to them that they will encounter several important high-frequency words. Than she reads the book aloud and models how to track the print and stopping to ask student what they had learned. Than she had the students to share the readings as she demonstrated and lastly, working on their own time with reading. What Linda had done in this case reminds me of what I will be doing for my observation. I will be reading with a small group of students (who have learning disabilities), and first I will start reading, then take turns with another student, than finally have the students read to each other with myself as the facilitator and asking questions to assess comprehension, then work independently in by either reading the story again silently or working in their packets if they feel that they understand the story. I have also observed my dyad teacher perform the same technique.
Shamika: I have a student like her in my main placement, one that seems far advance for her age, and since she is new to the school it is hard to find records of files of her growth and notes from last year. Although I don’t remember my master teaching “breaking the code” for this student I do remember my master teacher teaching some of her students on blending sounds, and once she proved that she had mastered that stage she moved to chucking and identifying spelling patterns when reading unfamiliar words, as Brown calls it, decoding by analogy. One day the class was learning words in the –in family. One of the examples on the board was the word chin, many of the students assumed that it was pronounced, /c/ /h/ /in/ sounding out the first two letters, however the student similar to Shamika, knew better she knew that ch made a /ch/ sound therefore she came up with the correct answer. When she was asked how she knew that she indicated that she just broke the word, or chucked it.
Patrick: Patrick actually reminds me of a girl in my dyad placement, the one that loves to do everything but read, however she above the line of an average reader. I was surprised that when it came to choice time, all her of her friends would choose to silent read while she would rather draw or paint by herself. I always wondered how to reel the students that seemed uninterested in reading to realize their potential to develop to become better students. It wasn’t that this student know what she was reading, she just did not have the desire to read. So my master teacher looked for books that could be characterized as easy reader texts, specifically the Arthur books, challenging as it has more texts than others but at the same time engages the student with sight words that students are assumed to know.
Travis, Shamika, and Patrick are obviously not on the same page when it comes to reading and text, but it is through Brenda and Linda’s scaffolding procedures they are able to learn how to read at their own pace, not face, not slow, just right. In the past weeks I was unsure if I had seen the Optimal Model in use during my class periods, but after reading Brown's examples I have concluded that not only have I noticed it in class, I will be doing the same thing concept in my dyad observation.
http://www.youtube.com/watch?v=JCvyl_Sb2Z0
Travis: Linda began using simple predictable books during small group time in which Travis was in. Before Linda reads the book she has them look through the book and make predictions, then explains to them that they will encounter several important high-frequency words. Than she reads the book aloud and models how to track the print and stopping to ask student what they had learned. Than she had the students to share the readings as she demonstrated and lastly, working on their own time with reading. What Linda had done in this case reminds me of what I will be doing for my observation. I will be reading with a small group of students (who have learning disabilities), and first I will start reading, then take turns with another student, than finally have the students read to each other with myself as the facilitator and asking questions to assess comprehension, then work independently in by either reading the story again silently or working in their packets if they feel that they understand the story. I have also observed my dyad teacher perform the same technique.
Shamika: I have a student like her in my main placement, one that seems far advance for her age, and since she is new to the school it is hard to find records of files of her growth and notes from last year. Although I don’t remember my master teaching “breaking the code” for this student I do remember my master teacher teaching some of her students on blending sounds, and once she proved that she had mastered that stage she moved to chucking and identifying spelling patterns when reading unfamiliar words, as Brown calls it, decoding by analogy. One day the class was learning words in the –in family. One of the examples on the board was the word chin, many of the students assumed that it was pronounced, /c/ /h/ /in/ sounding out the first two letters, however the student similar to Shamika, knew better she knew that ch made a /ch/ sound therefore she came up with the correct answer. When she was asked how she knew that she indicated that she just broke the word, or chucked it.
Patrick: Patrick actually reminds me of a girl in my dyad placement, the one that loves to do everything but read, however she above the line of an average reader. I was surprised that when it came to choice time, all her of her friends would choose to silent read while she would rather draw or paint by herself. I always wondered how to reel the students that seemed uninterested in reading to realize their potential to develop to become better students. It wasn’t that this student know what she was reading, she just did not have the desire to read. So my master teacher looked for books that could be characterized as easy reader texts, specifically the Arthur books, challenging as it has more texts than others but at the same time engages the student with sight words that students are assumed to know.
Travis, Shamika, and Patrick are obviously not on the same page when it comes to reading and text, but it is through Brenda and Linda’s scaffolding procedures they are able to learn how to read at their own pace, not face, not slow, just right. In the past weeks I was unsure if I had seen the Optimal Model in use during my class periods, but after reading Brown's examples I have concluded that not only have I noticed it in class, I will be doing the same thing concept in my dyad observation.
http://www.youtube.com/watch?v=JCvyl_Sb2Z0
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