Saturday Sayings: Listening

We had just finished reading our weekly big book for the second day in a row.  I was ready with a mini-lesson about compound words since there were several in the book, but first I had to ask a question that I find myself asking more and more even to the point of putting it in my lesson plans.  "What do you notice?"  Cooper raised his hand.  I can always count on him to notice something.  "I noticed that if you put two words together it makes one big word."  Thrilled, I said, "Cooper, I was hoping someone would notice that!"  I pulled out a piece of paper where I had already written a handful of compound words from the big book.  I wrote his words at the bottom of the paper, and Cooper became our teacher that day.  I'm so glad I asked the right question and stopped to listen. 

I share that moment because it reminds me that though I teach with a sense of urgency, as Regie Routman advises, and believe in teaching as efficiently as I can, I must strive for an important balance that allows for listening as well, like Donald Graves admonishes.  

I was reminded of this balance last week when I posted about the importance of being a highly effective and efficient teacher.  I love what a few of my fellow colleagues said regarding that post.  Miss Trayers commented how she encourages questions from her students that sometimes create tangents, and Barb mentioned the importance of a relaxed atmosphere while still maintaining pace.  They both make great points.  Being efficient does not mean racing through the day.  I know I can be guilty of that from time to time.


My goal is to be both efficient and willing to give the kids a voice at the same time.  Here's a thought.  Doesn't it make sense that the more efficient I am, the more time I will have for the all-important skill of listening?  Like Cooper demonstrated, kids have important things to say.

Saturday Sayings: No Secrets

I'm trying to remember if I've ever seen a teacher write in front of me.  My memory rarely serves me well, but I'm pretty sure I haven't.  Wouldn't this be akin to showing someone like myself a beautifully crafted quilt and then saying, "Now you go make one just like it."  I need more than that.  I need even more than simply talking me through it.  I need to see the process first.  I believe this is similar to what we're asking of our writers when all that we show them is finished pieces.  

The topic of writing in front of our students recently came up in a meeting I was at.  We were discussing the essentials of daily writing instruction.  An honest question was asked regarding the validity of modeled writing.  I'm glad they asked.  I doubt they were the only one who hadn't thought about its importance before.  The whole conversation, which was a great one, reminded me of Graves' quote.  A lifetime is a long time for our young writers to live without seeing their teachers model writing in front of them.

So why should our writers see us write in front of them?

*  They need to see it's normal and okay to struggle with any and every part of the process.
*  They need to see writers use strategies to overcome their struggles. 
*  They need to see how writers cross out, mess up, and revise on the go.
*  They need to see how writers make choices.
*  They need to see the joy writers experience when ideas and words click.
*  etc.

Why don't we write in front of our writers?

*  We're fearful.
*  We're embarrassed.
*  We lack confidence.
*  We're unaware of its importance. 

Writing in front of anyone, even a first grader, can indeed be intimidating.  My head and heart don't often get the words right on the first try and openly sharing that struggle is difficult.  But that's exactly what they need to see.  Sharing my writing space with my students lets them in on some secrets of writing that shouldn't be secret.  They'll hopefully go more confidently into their own writing space because of it.

Saturday Sayings: Contagious

The world will have to make room for some additional future poets, because we started our poetry unit this week.  It's my all-favorite writing unit.  After two days spent simply looking at ordinary objects and jotting down fresh, new ways of seeing them, day three arrived with the great expectation that they could all write poetry.  After a mini-lesson and a shared writing experience, I let them go for it, knowing full well that many would flounder but not for long.  

"Hey guys.  You've got to hear this.  Listen to the poem Cassie just wrote."  Constantly interrupting young writers during their workshop time is not necessarily ideal, but I've discovered the power of sharing what's going well while they're all still in the midst of the process.  We don't have to wait until all the folders and pens are tucked away before spotlighting what a few authors have accomplished. 

When I threw them into the deep end on only day three of the unit with high expectations of "Go forth and write poetry," I knew it would require more than my mini-lessons to pull this off.  I knew they would end up teaching each other how to be poets.  And I knew I couldn't wait until author's chair to make that happen.  Sharing successes during writing time is so useful.  I want to be careful about interrupting their flow, but at the beginning of a new unit, especially one like poetry, it's pivotal that they hear what's going well with other poets.  As the quote says, their breakthroughs are contagious.  After reading Cassie's poem came the words, "I bet you could try that too."  And some of them indeed did.  Glad I didn't wait.

Saturday Sayings: I Can

I'm aware that this topic is not a new one to Saturday Sayings, but I can't get very far from the reality that I'm an essential piece of the puzzle when it comes to the success of my students.  Yes, there are other influential factors involved which means the burden is not totally on my shoulders.  I can't control other factors though.  I can only control the quality of my instruction, which brings me back once again to my role as a learner - the most important one, according to Graves.  

Learning targets and I Can statements are new to my school this year.  In fact, I officially heard about them for the first time a few weeks ago.  Learning how to write learning targets for my kids got me thinking about my own learning targets concerning things I'm trying to improve upon this year. 

• I can build math tasks around children's literature.
• I can use and teach the calendar in a more authentic way.
• I can allow and expect students to lead math discussions.
• I can position my students to let out their greatness.
• I can develop better systems for organizing conferring notes, assessments, and goals.
• I can improve the communication skills between students.
• I can use technology in authentic ways.
• I can continually seek ways to make phonics instruction more authentic.
• I can add whimsy to my classroom.
• I can use technology to build character.
• I can make charts with my students that are easy to understand and become tools that they refer to often.
• I can seek deeper conversations and deeper thinking with my students.

I believe that's the abbreviated list.  If I think too much longer about it, I'm sure I could add more.  More isn't always better, so I'll be content to simply tackle these learning targets for now.  What I Can statements are on your list?

(Sometimes it helps to write them down.)  

Saturday Sayings: Surrounded by Greatness

After two long days of introducing 24 first graders disguised as kindergartners into my world, I must admit that my brain is feeling the weight of tiredness more than anything else, but my goal is to eventually fill it with each one's special uniqueness.  Donald Graves has given me something to look forward to.

When my little crew arrived two days ago, I looked at all of them, borrowed a line from my pastor, and said, "I'm surrounded by greatness."  Even with my short explanation, I imagine the statement sailed over most of their heads, but I've come back to it since and plan on repeatedly revisiting the idea over the next nine months.  I seriously meant what I said to them that morning, but is it okay to admit that after two long, long days I might have to dig a little to find the greatness in some more than others?  I wish I could see it more easily.  I think I'm just distracted by other stuff, and I'm not looking in the right places yet.  As their teacher, I owe it to them to give it my best though.  I pray they give me a chance to find it.  I know the greatness is there.  I look forward to the day, soon, when I can carry the uniqueness of each child in my head.

Saturday Sayings: A Lifetime

I'm not insinuating that I've arrived at the status of top teacher of writing.  I can say with much conviction that if Donald Graves, Lucy Calkins, or Regie Routman visited my classroom during writing workshop, it wouldn't take long for them to make a lengthy list on my behalf, possibly entitled: "Ways Tammy Could Improve Her Writing Instruction."  Oh how I relish the thought.  My heart would enjoy every minute of their company.  (Rest in peace Donald Graves.)  

I'd sure like to become a top teacher of writing.  Thus far on my journey, I know Donald is right.  Being a writing teacher does require a lifetime of learning.  My writing instruction is continually in a state of transformation with a changing pedagogy and higher expectations.  There never seems to be a point when I can sit back, take a deep breath, and claim "I've arrived."  There indeed are many moments of great satisfaction after seeing the fruits of pushing myself and my writers to try new things, but there's never a point of knowing I've got it all figured out.  Here's to a lifetime of learning how to be a better writing teacher, 'cause that's how long it's going to take for me to figure this writing thing out.  (A little visit from Regie or Lucy might help too.)

Saturday Sayings: The List Goes On

I could make a list of things I'd like to do better tomorrow than I did yesterday.   

Said list:

• develop better math tasks
• teach kids to write with more sophisticated details
• confer in a way that thoroughly nudges each writer
• use read aloud strategies to their potential
• develop a system for better vocabulary acquisition
• get into deeper thinking
• improve the use of meaningful conversations between kids about their thinking
• teach long vowel patterns better
• continually improve authentic phonics instruction
• learn how to use my new document camera and soon-to-own Smart board
• turn the struggling readers into confident, fluent readers
• be more systematic with math warm-ups
• implement more Common Core
• etc.

For years my goal has been to perfect first grade, knowing full well that it's an unreachable goal.  Usually those types of goals are discouraging but not this one.  It keeps me moving in the right direction.  I've a feeling that in ten years, my list will be just as long as it is today, as it should be.  

Saturday Sayings Times Four!

(click on the above graphic to see previous Saturday Sayings)

Seven weeks ago some of you might have noticed that I started a new tradition called Saturday Sayings.  Every Saturday I post about a favorite teacher quote and add my two cents.  For the month of April, three other fabulous teacher bloggers are going to join me each week with their own Saturday Sayings. (Thanks to Lori for suggesting such a great idea!)  We would love for you to visit each of our blogs today and every Saturday during April.  We're making it easy for you and providing links below.  Their blogs are just a click away.  I know I'm thoroughly looking forward to their weekly reflective posts.  What are the gurus of education saying, and how will their thoughts make me a better teacher today?  That's what I hope Saturday Sayings is all about.  We'd love for you to join us.

Lori from Conversations in Literacy

Julie from Lighting a Fire in Third Grade

Sandi from Literacy Minute

Now for my thoughts.  Actually, let me rephrase that.  Now for  Donald Graves' thoughts, which are significantly better than mine.

I love that quote.  It's brimming with absolute honesty and truth.  I appreciate that he's aware of how inconsistent writing affects not only the student but also the teacher.  He's right, isn't he?  Our students need to believe they can write as much as we teachers need to believe we can teach.  What's the answer then?  I'll leave you with a thought from Donald quoted in Writing Essentials.

"If we don't teach writing at least four days a week for at least forty-five minutes, we shouldn't bother to teach it at all"  (qtd. in Routman 175).

Wow, he doesn't pull any punches does he?  How can we find time each day to ensure that our kids believe they can write and we believe we can teach?  We all deserve just that. Thanks Donald for pressing us.  

On that note, I'm off to read some other Saturday Sayings.  Would you like to join me?