A Grade-In??

Have you been involved in a Grade-In?  I saw this today in the news and just had to share.  Some teachers across the nation have taken to hosting "Grade-Ins" where they gather in a public place and work.  The goal is to show how much extra work teachers take home.  All professions need to work outside of their jobs, but sometimes people dismiss how hard teachers work.  This is a unique way of showing how time consuming our jobs are.

Source

Now if only they could see how hard we work outside of grading and lesson planning, as well!  Thank goodness we all love our professions :)

Should all Kindergardeners Know Their Letters By Halloween?

"What struggling readers need is more and better reading instruction not a different sort of reading lesson."

Welcome to the world of Dick Allington.  He is most known for his amazing books, What Really Matters... and is an all around reading guru. 

Well, I had to stop and think when I read this article by Peter DeWitt.  It really makes you think about what's going on in some schools.  I've been in several schools and am always amazed at how different schools can be, even when they're in the same district or neighborhood!  It's hard to find a common ground on which we should teach reading.  Every student and class will learn differently.  And each teacher will have their own teaching style.

What do you think about this?  What's your philosophy?  Your school's philosophy?  Please share in the comments!

Should All Kindergartners Know Their Letters by Halloween?

By Peter DeWitt on August 28, 2013 6:41 AM

What struggling readers need is more and better reading instruction not a different sort of reading lesson. In my view schools need to adopt a curriculum framework that everyone will use with all students. This includes remedial, special education and ELL teachers. Dr. Richard Allington

A couple of weeks ago I saw Dr. Richard (Dick) Allington speak at a regional training about college and career readiness. Dick Allington is a professor of education at the University of Tennessee. Before his present position at U of T he was at the University of Florida and began his university teaching experience at SUNY Albany.

Allington is not for the light-hearted. He is blunt, at times sarcastic and quite confident in what he says, and frankly he has served as President of the International Reading Association (IRA) and has numerous awards, so he can back up most of what he says.

 When I saw him speak at the regional training, I looked around the room. Some laughed, others cringed, and a few weren't sure how to take it all in...they were most likely the people who had not seen him speak before.

Dr. Allington began his speech by saying that all students, regardless of poverty level and past experience, should know their letters by Halloween in their kindergarten year. He continued his speech by telling schools what they do wrong. If school leaders attended the training hoping for a session of warm fuzzies and feeling good, they were sadly mistaken. I felt like I was on a roller coaster ride of emotions when he spoke.

Interview with Dick Allington
Truth be told, I like Dick Allington. I don't agree with everything he says, including his answers to the following questions that I sent him after the training, but I never feel like I have to agree with or like everything a speaker says. There are times when I think he wants to tell us how bad we are, but also give us guidance in how we can do better.
Allington has some good points about such issues as Academic Intervention Services (AIS). Many schools have a high percentage of students who qualify for AIS. Some schools have numbers between 20 and 30% in each grade level. Unfortunately, many of those students don't benefit from pull-out sessions by someone else, but they would benefit from different instruction in the classroom. I'm left wondering...where is the happy medium between both?
Dr. Allington is a big believer that if a teacher is certified to teach with an undergraduate and graduate degree, they should be able to teach students regardless of their academic ability. The following is some more of what Allington believes.

PD: You believe that all students, regardless of poverty level, should know their
Alphabet by Halloween, even the students who come in not knowing their letters.
How do they do that?
RA: Yes, even children from high-poverty and limited literacy homes should be able to provide all the letter names by Halloween. Remember that there are only 26 letters and by Halloween children will have spent roughly 9 weeks in kindergarten. That means we teach 2 or 3 letters every week and were done by Halloween.
Best way to begin is to make sure every child has a pencil and paper on the second day of kindergarten. Tell students to write a story about anything they want to write about. Now some kids will just draw pictures, some will scribble and scratch and make letter-like forms instead of actual letters, some will use known letters and others (two-thirds of kindergartners already know all the letter names upon school entry) will begin composing stories using invented spelling.
What we know is that writing produces a huge motivation to learn letters and invented spelling produces letter-sound knowledge faster than any other method available. Kids should have an alphabet displayed, usually over the blackboard where they can locate every letter they want to write. Even better, put the alphabet on every desktop.
• Sing the alphabet song with the kids every day and point to the individual letters as they are named in the song.
• Write language experience stories twice every day on large chart paper. Read and reread those stories as you post them about the room.
• Read library books and big books aloud at least twice every day and while reading point out letters and words so that the kids begin to notice print conventions. In the end, every kindergarten teacher should read Anne McGill-Franzen's book, Kindergarten Literacy (Scholastic) to better understand how to create a print-rich literate environment for all kindergartners.

PD: You believe the last thing that struggling learners need is a fragmented curriculum, what did you mean by that?
RA: I use fragmented as the opposite of coherent curricula. In far too many schools struggling readers are working in two or more different reading programs. In over the half the schools we studied they not only were working two different but two competitive curricula. By competitive, I mean, what they learned in one was not useful or even harmful if used with the other curriculum.
Some programs, for instance, emphasize cross-checking and others emphasize relying on sounding out unknown words. When one teacher asks whether a misread word makes sense and the other teacher asks whether the vowel has a short sound the kid gets confused.
In the federal Title 1 program about 20% of the programs are well coordinated and those programs produce roughly 20 percentile ranks larger gains than the typical uncoordinated, or fragmented, programs. My favorite design has both the classroom and reading teachers sharing a common curriculum framework and moving kids through that curriculum at twice the traditional pace. What struggling readers need is more and better reading instruction not a different sort of reading lesson. In my view schools need to adopt a curriculum framework that everyone will use with all students. This includes remedial, special education and ELL teachers.

PD: In your presentation you mentioned that most principals don't know what effective teaching looks like. What does effective teaching look like?
RA: You walk into an effective teacher's classroom and you see kids working and smiling and talking to each other. Rarely do see two kids doing the same tasks or reading the same books unless they chose to partner up. For instance, the effective teachers in high-poverty schools we studied most often had 100% of kids actively engaged in productive school work. Across the hall, in the classrooms of the teachers the principals recommended we observe at any given time one-third of students were not engaged in any productive work.
I'll recommend that interested parties read the two books we wrote on the effective 1st and 4th grade teachers. Each book has a chapter length summary describing 6 different effective teachers. While their classrooms were hardly cookie cutter images of each other what they shared, besides producing high-achievement, was fairly common. Fairly common in these classrooms but rare events in typical classrooms.

PD: You said that most schools over diagnose students with learning disabilities.
How many students on average should be labelled with a disability and why do you
believe schools over diagnose?
RA: I don't believe there are any children with this mythological affliction labeled LD. I think what we have learned in the past two decades is that there are some kids teachers give up on and then largely ignore. These kids get labeled LD. So for a total of how many students have an actual disability, I'll go with 3%. That pretty much covers all the severe disabilities (blindness, deafness, severe mental impairment, etc.).

 

{Great} Words of Advice

Have y'all checked out Michael Linson's website?!  He has such wonderful advice on being a teacher and classroom management.  I subscribe to his weekly articles and get them e-mailed to me every weekend.  I have to stop and read them each time I get an e-mail.  The way he talks about classroom management is just beautiful.  And I loved the article this week.  So much so that I felt the desire to share it with y'all so you can experience the wisdom, if you haven't before :)

He wrote about why you should take your time the first weeks of school, and it's all very true.  Check it out here or I posted it below!

Why You Should Take Your Time The First Few Weeks Of School

by Michael Linsin on August 24, 2013

 

No matter what you hear from your colleagues, no matter how far they say they’ve gotten into the curriculum, or how they’re already working in groups or rotating students through centers, avoid the temptation to join them.
Avoid rushing to catch up. Avoid pushing your students along too fast. Avoid comparing yourself or judging yourself or stressing out over what anyone else is doing.
Because in just a few short weeks, when your fellow teachers are complaining about the pressure and the stress, about the misbehavior and how far they’ve fallen behind, you’ll be singing a different tune.
It pays, you see, to get it right the first time around. It pays to take a deliberate approach, to teach the details, the ins and outs, and the A to Zs of being a polite, successful, and contributing member of your classroom.
In the beginning your students’ eagerness to do well can mask the reality that they’re unprepared to hit the ground running, unprepared to fully transition to their new grade level, and unprepared for your Everest-like expectations.
This is why, even if you teach, model, and rehearse your routines thoroughly, they can surprise you with how poorly they put them into practice.
For example, let’s say you’re walking your students to lunch. You leave your room in a calm, brisk moving line. As you approach sight of the lunchroom, your students are rolling along—precisely as modeled. You couldn’t be happier with how well they’re performing the routine.
But then, unexpectedly, other classes join you in the hallway. The line backs up. All heck breaks loose.
You watch aghast as your students begin stepping out of line to goof and jostle with their friends, shout out to little brothers or big sisters, and disrupt the working classrooms lining the hallway. If you’re to be honest, their behavior is, in a word, embarrassing.
It’s easy in such situations to get discouraged, to overreact, and to question both your classroom management ability and the potential of your new class.
But you would be wrong on both counts.
Because early in the school year an occasional breakdown in behavior is expected. No teacher escapes the first few weeks without being tested or tried or disappointed. How you handle it is what separates exceptional teachers from the rest.
So when something like this happens, when you have a bad moment while on your way to lunch or the wheels fall off during read aloud or every last one of your students runs on the way out to recess, it isn’t the end of the world.
It doesn’t mean you have a bad class. It doesn’t mean you’re not a good teacher. And it doesn’t mean that you should forgo your expectations of excellence or lower the bar on what you know is best for them and their future.
Rather, when your students take a misstep—or flat out ignore your directives—it’s an opportunity to show them that you really do mean what you say. It’s an opportunity to prove to them that you’re a leader worth following. It’s an opportunity to back up, slow down, take a deep breath, and get it right.
Once you convince your class that when you say it they can take it to the bank, everything becomes much, much easier.
So slow down. Take your time. Show them what a good student looks like. Show them how you expect them to listen to instruction, dismiss to recess, turn in work, partner talk, meet in groups, ask a question, line up for lunch, and even how to have fun.
And if you have a bad moment, if your students fail to meet your standards, keep your cool, observe closely, and wait until you can be alone with your class before addressing what you saw and how it strayed from your teaching.
Hold them to it and they’ll learn. Take them back to the scene of the crime and give them a chance to fix it and they will. Accept nothing less than their best . . .
And they’ll give it to you.

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How to Be a Successful Teacher

Following up yesterday's post of How to be a Mediocre Teacher, *ha* I found this great article about 25Things Successful Teachers Do.  While many of the items are things we all do automatically... without ever realizing they're out of the ordinary... some are great reminders! 

To be honest, I often have a hard time finding my sense of humor in the classroom.  I just get into "teacher" mode and lack a humor.  I don't know what it is GradingClassroomManagementDutiesLessonPlansObservationsCleaningTeachingPreppingEtc about the classroom that does it to me.  But number 7 is a great reminder.

7. Successful teachers have a sense of humor

Humor and wit make a lasting impression. It reduces stress and frustration, and gives people a chance to look at their circumstances from another point of view. If you interviewed 1000 students about their favorite teacher, I’ll bet 95% of them were hysterical.

And I also love  numbers 21 and 22...  I love having fun and often need to remember number 22...

21. Successful teachers bring fun into the classroom

Don’t be too serious. Some days, “fun” should be the goal. When students feel and see your humanness, it builds a foundation of trust and respect. Fun and educational aren’t mutually exclusive either. Using humor can make even the most mundane topic more interesting.

22. Successful teachers teach holistically

Learning does not happen in a vacuum. Depression, anxiety, and mental stress have a severe impact on the educational process. It’s crucial that educators (and the educational model) take the whole person into account. You can have the funniest and most innovative lesson on algebra, but if your student has just been told his parents are getting a divorce, you will not reach him.

Check out the article {here} if you're interested in some of the other things "successful" teachers do.  And then add about 30 of your own ideas, and 15 more from your teacher friends... and the list goes on and on.  What do you do that makes you successful?  Please comment and share!!

 

How to Be a Mediocre Teacher

I would imagine that none of us out in the blogosphere are "that" teacher.  When I came across this article the other day, I literally laughed out loud and had to share with others who would appreciate it's silliness!  We all know a teacher who portrays bits and pieces of this article.  I especially love #6...

6.       Worry about China, looming technologies, the Mayan calendar, etc.

Be sure to project your insecurities on the students to help brace them for what’s coming, rather than the world they live and breath in now. Prepare them for the uncertain future!

Haha!  Check out this silly teaching article {here}.  And have a good laugh, enjoy, and embrace it.  Because we all know none of us are that  one.  Thank goodness.