Comprehension Going Forward Ch. 6

by dc

Jul 2, 2011

Chapter 6 Thinking and Talking Our Way Through the Words by Chryse Hutchins

This just seemed to piggy-back on the previous chapter about Leslie Blauman's Book Clubs. She seemed to be commenting on her observations of the book clubs in that classroom.

Leslie seems to do a very good job (much better than I do) of "visiting each four-way share, nudging, celebrating, assessing, and gleaning new discoveries to bring back to the whole group." I'm thinking that this is why I am (like Judy) not always satisfied when I have attempted book clubs in the past. I am not nudging them enough. I am not pushing them enough. I get frustrated with the surface level discussions and am not skilled enough yet at nudging them forward into deeper thinking and conversations.

And of course, I'm frustrated with the lack of transfer with this type of teaching/learning and success on THE TEST! I GET that these authors are trying to convince us to "rebel" and teach this way anyway (I wo...See More

Comment

(15)

report post

view previous comments

judy5ca dc, LOLOL, don't forget we're a very small district: 5 elem and 1 middle school. But our super does make an effort to get around to all 6 schools, probably every 4-6 weeks. She's very smart and she's efficient--not too long in each classroom (10 min?) and she KNOWS what she's seeing. The principal comes with her. They have a checklist (engagement, ...See Moredc, LOLOL, don't forget we're a very small district: 5 elem and 1 middle school. But our super does make an effort to get around to all 6 schools, probably every 4-6 weeks. She's very smart and she's efficient--not too long in each classroom (10 min?) and she KNOWS what she's seeing. The principal comes with her. They have a checklist (engagement, environment, small/large group, etc.). They check off what they see and write a brief comment. Wait, actually, only one of them does the checklist per room, so you might get it from the superintendent or the principal. Anyway, because of the way she times it, she often visits my room during reading. When I was conferring with one child, she pulled up a chair next to us and listened. When I was doing a sign-up seminar for a small group, she pulled up a chair and joined the group. She's been visiting for 2 years, so she's got a pretty good idea what we do (and I know she knows my school has hardworking teachers). I have a lot of faith in her because her comments to me show she gets it.

Good for you for trying to maintain integrity. I know how hard it is because one year (years ago) we were told to teach the adopted reading program "with fidelity." I completely caved for one year. I don't know what I'd do if my principal (new one next year) made remarks to me like yours does. I might really feel defeated. I admire you tremendously, dc, for continuing to try to do what you feel is right for kids.

Judy

On 7/03/11, dc wrote: > Judy, I'm just IMPRESSED that your superintendent even knows your > name, let alone knows enough to say (s)he enjoys your teaching of > reading. That says a lot for him/her and the fact that she/he > gets out into the classrooms a lot. (And of course, it says a > LOT about you and your teaching of reading too). Our > superintendent spends a lot of time at the high schools, but > doesn't get to the elementary schools very much. > > Although I'd LIKE to be able to teach more like Leslie Blauman, I > think that the chapter for me and the reality of our school is > Chapter 4, Samantha Bennett's. I will re-read that one and focus > on its strengths this summer rather than trying to shove our > square peg school into a round hole! Thanks for listening. And > cherish that your school still has some "sense". Our principal > would be VERY happy to initiate merit pay for test scores, I do > very strongly believe!

Jul 3, 2011

report post

dc Oh, you ARE small! We have 34 schools in our district--17 of them are elementary schools! And to defend our superintendent--he took LOTS of cuts in our district office staff the same year that we laid off lots of teachers, so he is really doing the job of many people for such a large district.

Thanks for your encouragement, Judy. When I'm...See More

Jul 3, 2011

report post

judy5ca Oh, yes, our admin have all taken on much more with the budget cuts. When our Curriculum Director retired the first or second year of the cuts, the position was left unfilled to save money. Boy, I sure miss that position! Supposedly the principals absorb it, but not so. And, as I've said before, all admin sub. The superintendent asked to sub in my ...See More

Jul 4, 2011

report post

Leslie Blauman Hi Teri and Judy, I absolutely had to respond to your conversation - because, like you, I live it. I'm still in the classroom! Test scores. Accountability. (Our state test scores were just released today) I get your frustration about the transfer from authentic instruction to those tests - that we're held accountable for. But hang in there. Believe...See MoreHi Teri and Judy, I absolutely had to respond to your conversation - because, like you, I live it. I'm still in the classroom! Test scores. Accountability. (Our state test scores were just released today) I get your frustration about the transfer from authentic instruction to those tests - that we're held accountable for. But hang in there. Believe me - it works. And isn't the bottom line to get our students to be readers and writers? And since I live it, I can say that when the kids LOVE reading and writing (but know how to take the test - as a genre) - they improve on the test. The last entry in your conversation ends with the idea to take away what works for you - and to use it in your classroom. I don't know if that point came through in my chapter on Book Clubs - but in my book, The Inside Guide to the Reading and Writing Classroom (yes, it's for grades 3-6 - but could be applicable to high school.) I emphasize that it's so important to set it all up - have to have the classroom running seamlessly - otherwise book clubs are chaotic. Gotta have that training in place first. Don't rebel - I don't - and yes, I sit with administrators going over my test results. Think about what your kids NEED! Drill and kill does kill the kids - but we have to be wise and make sure that we are giving our kids the skills that the test requires. It's tough. Start slow - Does this make sense? I'm just thrilled you're thinking about it. Teaching is tough these days. But just know that I'm in it with you.... LeslieBlauman On 7/02/11, dc wrote: > Chapter 6 Thinking and Talking Our Way Through the Words by > Chryse Hutchins > > This just seemed to piggy-back on the previous chapter about > Leslie Blauman's Book Clubs. She seemed to be commenting on > her observations of the book clubs in that classroom. > > Leslie seems to do a very good job (much better than I do) > of "visiting each four-way share, nudging, celebrating, > assessing, and gleaning new discoveries to bring back to the > whole group." I'm thinking that this is why I am (like > Judy) not always satisfied when I have attempted book clubs > in the past. I am not nudging them enough. I am not > pushing them enough. I get frustrated with the surface > level discussions and am not skilled enough yet at nudging > them forward into deeper thinking and conversations. > > And of course, I'm frustrated with the lack of transfer with > this type of teaching/learning and success on THE TEST! I > GET that these authors are trying to convince us to "rebel" > and teach this way anyway (I would LOVE to teach this way > full-time), but they are not the ones in the meetings with > admin going over test results and comparing one classroom's > results with another. When you see that drill and kill DOES > translate to success on the test in other classrooms, you > feel the pull to put more of that into your teaching day. I > wish I could be the type of person that just says, "Screw > it! I know that real reading and real writing full time is > the best way to life-long success, so that's what I'll > do...who cares about my test results!" but I'm not there yet > in my evolution as a teacher. How many of you are? How do > you think this through in your head each day?

Aug 4, 2011

report post

dc WONDERFUL! Thank you Leslie for dropping by and sharing your insights. You responded to Teri and Judy but I think your comments were directed to my post about "rebelling" and feeling under the gun when admin meets with me about test scores. I went out and bought your book after reading Comprehension Going Forward. I enjoyed it and felt like it woul...See More

Aug 5, 2011

report post