First off, here's what Boushey and Moser had to say last Saturday on my blog.
"Each student deserves a plan tailored to his or her needs."
Their bold statement made some a bit uncomfortable. One random comment on Pinterest went like this, "Sure. Because that's real life." I can still hear the sarcastic tone. I get it though. Boushey and Moser are setting the bar awfully high, especially considering none of us are working in perfectly ideal situations with perfectly ideal kids and perfectly ideal curriculum. Just because real life doesn't easily lend itself to tailored plans for students doesn't mean I shouldn't strive to move closer to the target if it's what indeed is really best for kids. Maybe today's quote is one way to perfect my aim.
I can now imagine Boushey and Moser are causing additional discomfort with their thoughts on whole-class instruction. Again, I get it. It makes me a bit uncomfortable too, because it confirms the fact that a few parts of my day aren't allowing me to meet needs as efficiently as I could. In a sense, it feels like I'm spraying bullets in those whole class settings, hoping to hit something. I'll definitely miss the ones who know the content with their hands tied behind their back and for sure the ones who are about ten steps behind won't feel a thing.
I believe I'm most effective at hitting the bullseye in a workshop setting. When I gather my kids for writing or reading workshop, the whole-class part is important but takes less than ten minutes. Kids can then spend the majority of time simply practicing at their own level while I'm mostly conferring one-on-one but also in small groups. That system allows me to tailor my instruction and hopefully raise the academic achievement in my room.
I don't think Boushey and Moser are saying to abandon all whole-class teaching. I rather think they're challenging me to consider how more effective I can be at meeting all the needs in my classroom if less instruction is given in that manner. In spite of real life, I say let Boushey and Moser raise the bar. I can't reach it yet, but when has that ever stopped me before?
That's one of the reasons I hate scripted reading programs and basal readers. Everything I teach whole group is consciously chosen as things almost all my students need to learn-vocabulary, fluency skills, etc. The rest as you said can be targeted in my workshop times. A great reminder.
ReplyDeleteMiss Trayers, we are kindred spirits indeed. Thanks for commenting. I do appreciate your thoughts and support.
DeleteI'm so blessed to be able to meet with each student individually and in small groups every day this year. The growth that takes place in a small class is amazing. I do like giving a strategy lesson and letting students go out and practice it as I move from student to student monitoring their use of that strategy. Thanks for all your insights!
ReplyDeleteJenny
Jenny, you are blessed to experience the benefits of a smaller class. The rest of us will just salivate at the thought and keep pushing forward. :)
DeleteI love reading your thoughts on this idea! I always say that if you are only doing whole group instruction that there is no way you are meeting everyone's needs. Some sort of workshop or small group instruction has to take place. It is harder, requires more teacher prep time and materials but it is worth it!
ReplyDeleteTara
The Math Maniac
Tara, math is one of those areas that I definitely need more work on using small group instruction. Yep, definitely.
DeleteI remember reading that quote last year and writing it down to remind myself how important it is to keep my whole class lessons short and to the point so that I can meet with students 1:1 or in smaller groups. It's not always easy, but I'm going to keep trying!
ReplyDeleteConnie, yes, keep trying. That's my motto, even when I'm not yet reaching the mark.
DeleteIt would be amazing if we could do that:) I feel like I do a good job differentiating with reading, writing, spelling, but still working on math. I'm with Connie ... I'll keep trying:)
ReplyDeleteBarb, yep math is the one I'm really working on too. Not there yet! :)
DeleteMeeting with and teaching in small groups is a great way to know, really know, your students and what they need and can do. That can certainly be work intensive, but definitely worth striving for! Teaching is not an easy job for sure! :)
ReplyDeleteLori
Conversations in Literacy
Lori, you're an expert at knowing where your kids are at, and you have a bunch more kids than I do!
DeleteLast week my husband was at a conference and attended a session where they compared one room school teachers (from long ago) to teachers today. The teachers from those days had to somehow accommodate to students K-12, just as we are trying to accommodate all the different needs in our students. I had never thought of this comparison. It was interesting to ponder.
ReplyDeleteEm
Em, I hadn't thought of that comparison either, but it certainly is an interesting one. I can definitely see the similarities.
DeleteI have just started math groups in my 1st grade classroom, and I'm LOVING it! BUT-I had to take time away from reading in order to do it.
ReplyDeleteThe bad part of our reading time is that our whole group takes about 45 minutes, and that's when I CHOOSE what to do!! Gah!!
Writing is whole group in my classroom so far, but I do give feedback while they are writing at their desks, and I actually had a writing conference with one student this past week because he was misusing and/in. :)
If there was only more time in the day....
Shannon
http://www.irunreadteach.wordpress.com
Shannon, math is definitely an area where I don't individualize enough. You're right. There's not enough time in the day. :)
Delete