Saturday Sayings: Job Number 1

I've been such a blessed teacher over the years to work for outstanding principals who support teacher development.  (I just found out this week that mine is leaving to take the high school administrator position in my district.  I've already given him permission to come back if he doesn't like them there.)  Yet even the best of administrators is unable to spend a lot of time in classrooms.  We teachers spend the majority of our careers by ourselves without consistent feedback regarding our practice.  This is why I have strong opinions about student teachers and the responsibilities we have for their professional development.  

Around five years ago, Matea, a most talented intern, spent a semester in my room.  She did a beautiful job with my students.  They loved her.  Her classroom management was right on.  Her instruction was top-notch.  In fact, whenever given a suggestion, without fail, she'd incorporate the tip into her next lesson.  She was simply amazing.  And yet I remained in the room while she was teaching.  It's not that I didn't trust her; She'd proven how capable she was.  I chose not to leave, because I knew she'd never have an opportunity like that again.  Once she became a teacher, she'd spend the remainder of her career on her own.  So instead I positioned myself to ensure she had the privileges and benefits of a mentor, 24/7.  Not only did I stay in the room, I also chose to avoid my desk, work, and my computer.  Instead I watched her lessons and took notes.  I jotted down all the things she was doing well and would want to continue doing.  Then I listed one or two things she might want to try next time.  I was her guide on the side.  Her presence in my room was not my invitation to take a vacation from the classroom.  It was a call to step up my game for her benefit.  Her professional development was my Job Number 1.

On a side note, I chose to stay for the children too.  No matter how much I trusted Matea, the children were still under my care and were my responsibility.  My presence said to them, "Yes, Miss Gellings is your teacher right now and she's in charge, but I'm not abandoning you.  You are too special for me to simply disappear from your life.  What you're doing is important enough for me to stick around and watch."  My presence also reassured parents that I was overseeing all that was going on in their children's education.

There will come a day for student teachers when they won't have someone like you or me to consistently confirm what they're doing well or offer suggestions for improvement.  Our feedback is a once in a lifetime opportunity for these future teachers.  That experience has the potential for being the best professional development of their career.

Saturday Sayings: Outstanding

"What are the qualities of an outstanding teacher?"  That was the first question asked as I sat in on a few interviews this week.  Being in the hot seat, the interviewees only had a few seconds to think about their answers, but I heard some great responses.  I came up with my own list.  I cheated since I had way more time to think about it and didn't have 6 people staring at me like they did.  I probably left off several qualities.  Feel free to add them to my list when you comment.  By the way, they are in no special order.

* An outstanding teacher inspires.  They don't simply convey information.  They grow greatness in each student academically, socially, and personally.

* An outstanding teacher has great classroom management.  The culture and atmosphere of their classroom environment allows for more learning and less managing.  

* An outstanding teacher is organized.  There are so many balls to juggle as a teacher.  If balls are falling everywhere from disorganization, it has the potential to interfere with student learning.

* An outstanding teacher constantly reflects.  They can verbalize what they can improve upon, as well as what they're doing well.  They also know why they're doing what they're doing.

* An outstanding teacher is a gatekeeper.  They stand at the door of their classroom and protect their students from unhealthy practices.  They don't allow something in the door simply because everyone else is doing it.

* An outstanding teacher never stops growing.  They don't allow themselves the satisfaction of thinking they know it all.  They pursue their own professional development.

* An outstanding teacher has high expectations.  They know what their students have the potential to do both academically and behaviorally and teach their students from day one the habits of reaching those expectations.

* An outstanding teacher strives for real-world instruction.  There's authenticity, meaning, and purpose to what they ask of their students. 

Again, what are the qualities of an outstanding teacher?  It's a perfect question to ask possible new additions to a school staff, especially considering the correlation between teacher quality and student achievement.  It's also a great question to ponder as someone who's been doing this job for 20 years.  There are days, weeks, or maybe even months when being outstanding seems like a lofty goal, but these qualities remind me that several little people are counting on me to strive to be at the top of my game at all times. 

Saturday Sayings: Grace

Back in the olden days when I gave spelling tests and each child was tested on the same words, I was doing the best with what I knew.  When my writers were locked into one piece a day because I had to look at what they wrote, I was doing the best with what I knew.  When I was providing math strategies instead of allowing my mathematicians to solve problems in ways that made sense to them, I was doing the best with what I knew.  

I could go on and on.  Over my twenty years of teaching, naturally I've left a trail of constantly changing practices.  As the sayings goes, I was doing the best with what I knew.  The main thing is that I was doing my best.  I'm reminded to give myself a break when I think about the kind of education I provide my students now compared to twenty years ago or even only five.  I'm beyond grateful that my best continually expands and becomes better.  

It also reminds me to give others a break.  I will admit that it's easy to be critical when I hear of certain practices that are occurring in classrooms.  I'm required to show others the same grace that I show myself in light of the changes I've made over the years.  I often envision the teaching profession as a long path that seems to have no end.  It's scattered with teachers but all at different points.  They're all moving, some faster and some slower.  Then I spot myself.  I can see how far I've come.  I look back to where I used to be and there are many teachers at that point.  I must show them grace.  I can also look ahead to where I'd like to be and I see many teachers up there as well.  I hope they show me grace. 

I know that the moral of Allington's quote is that our students are impacted by our best.  Wherever we happen to be on the path of this profession, our best must constantly become better.  The more we know, the better off our students will be.  And along the way, we can show grace both to ourselves and others.  

Saturday Sayings: Day In and Day Out

This week I attended an emergency school board meeting with around 300 other people to hear what the community thought about our recently failed levy.  The school board had three options:  run the levy again in May, run it in August, or leave it be and let our budget committee figure out what stays and what goes in order to make up for a loss of about 3 million dollars.  Three million is a lot, especially for a district like mine.  

Over the years I've heard rumors about how poor the funding is in my district but nothing ever seemed official enough to quote.  All of that was confirmed by our school board chairman at the levy meeting.  He reaffirmed that Idaho is the second to the lowest state for funding and that my district is one of the poorest in the state of Idaho.  Do the math.  That would put my district towards the bottom of the barrel in the whole country.  So the rumors are true and worse than I could have imagined.  

Yet I don't believe a stranger would walk into my school or my classroom and feel sorry for my students or me.  Maybe it's because I've spent all 20 years of my teaching in the same district and don't know any better, but I don't think we act like we're poor or disadvantaged.  We educate and inspire just like anyone else.  Having said that, I notice the perks of working in some of the nearby richer districts, and at times, I salivate.  What would it be like to have the resources they have?  But I have 20 years of proof that I, the teacher, am what really counts and makes the difference day in and day out.  Cunningham and Allington are right.  For good or bad, what I do in my classroom from 8:10 to 2:35 matters the most.  

Granted, money helps.  The money to pay for more teachers to bring down my teacher-to-student ratio of 1:25 would help immensely.  We need our 3 million, but money doesn't guarantee good teachers and good teaching.  Poor teaching occurs in rich districts as well as in poor ones.  What's important is that my students have no idea there are rumors about their district and that the rumors are true.  The quality of instruction is what should protect them from those facts.  I plan on keeping it that way.

Saturday Sayings: Reading Streak

My cousin Laurie just turned 50 yesterday.  Back on June 1st of 2013 she decided to run into her 50th year by doing a running streak.  For you non-runners out there, that meant she was going to run every single day, at least one mile, fully clothed.  She did just that.  She ran 273 consecutive days for a total of 520 miles.  Some might have said that kind of running would wear her out or cause damage.  Neither happened.  In fact, she became a faster runner.  There's just something about the daily practice of a skill.  (Way to go cousin Laur!)

Seven of my little readers leave my room every morning for an hour of small group reading intervention.  Here's the question I always struggle with.  "What am I willing for them to miss?"  An hour is a long time and a lot can happen in my room in an hour.  They certainly can't miss writing workshop.  Shared reading is important too.  I need to meet with them about reading as well, so they've got to be around for that.  There's really no good answer.  In the end, I chose a time when they will miss very little direct instruction.  They're gone for 30 minutes of Read to Self (independent reading) and 30 minutes of Daily 5.  The negative is that they miss what Richard Allington is talking about above.  They miss a concentrated amount of time to practice what I've been teaching them.  Yes, I do realize that they're reading while they're out of my room and I appreciate the help they get, but I believe what they do when they're gone is different than what Allington is referring to.  All readers, but especially my seven, need time to sit down with a basket of books at their reading level and simply practice being readers, incorporating all they've been taught.

What does "daily in-school reading" look like?  Here are some things I don't think it is: workbook practice, reading games, activities, etc.  This morning I wondered what kind of numbers I'd see if I did the math and calculated the percentage of my day that kids actually spend reading real texts vs. learning about reading or doing things about reading.  All of our kids simply need more time to practice being readers with real live books in their hands.  Let's multiply those minutes and keep the reading streak alive.

Saturday Sayings: Life Without Books

This one bothers me.  I'd like to think that all my students leave my room not only as readers but unable to live without books for the rest of their lives.  As their first grade teacher, I spend nine months on a love-for-reading campaign, but until I create more students who do read than students who can, I've got to step it up.

This week I was working with a student during Read to Self.  All my other readers were scattered around the room with their noses in books and their book baskets at hand.  About five feet away, I overheard one of my boys say to himself, "Yes!  I get to hang out with bees!" as he grabbed a nonfiction bee book out of his basket.  What a perfect moment to eavesdrop.  It gave me hope that I'm doing something right.  I've been stepping it up.  

My kids must know how absolutely lucky they are to be readers, so I'm repeatedly telling them.  I've been finding myself saying words like, "Look at the things you get to do because you're a reader.  You are so lucky.  People who don't read, don't get to do such things."  After Read to Self time, I've been asking them to share what they got to do during their reading time that day.  Here are a few responses: 

I got to play baseball with Pete the Cat.

I got to meet Hello Kitty and her friends.

I got to hang out with Fly Guy.

I got to swim with the dolphins.

I got to play with Dan the Flying Man.

I got to have a party with monsters.

Hopefully these responses are the beginning of a love for reading that launches them into lives that cannot be lived without books.  

P.S.  I've still got so much to learn about making sure that Richard Allington's quote isn't true for my classroom.

Saturday Sayings: Students Who Do

Heading into summer, I question whether I created first graders who can read or first graders who do read.  During the school year, for the most part they seem like students who do read.  They can sit by themselves with amazing stamina and read for over 30 minutes.  They choose to read to others when given the chance.  They automatically grab books when finished with something early.  They know how often readers read - every day they need to breathe.  But what happens when they're not within my grasp?  

How many will willingly read this summer on their own?

How many will read only because someone tells them to?

How many won't even think to pick up a book?

Of course, with first graders, some of what takes place over the summer is dependent on the resources in their house and the adults they live with.  Yet, I think I can always do a better job of selling books and the rewards of being a reader so that I create more students who read into the summer and beyond than students who can but don't.

Saturday Sayings: Allow Yourself the Right

This post meshes well with last week's Saturday Saying about  teachers and change.  (Look here.)  I want to be the kind of teacher who doesn't wait for change to knock down my door.  Instead I want a say in the changes that occur in my classroom by seeking out the ones I know will be best for my kids.  Having said all that, Richard Allington's quote below adds another important dimension to this whole discussion.

When making a change, like teaching something new from the CCSS for example, I believe it's important to allow myself the right not to get it correct on my first attempts.  Before even launching into the unknown, I adopt the mindset that it's okay if there are bumps along the way.  I expect them in fact and refuse to kick myself about when they present themselves.  Like the quote says, change is anxiety-provoking as it is.  My attitude concerning inadequacies with new material shouldn't add fuel to the fire.  It takes time to make changes that will last.  It's okay if it takes three to five years of teaching a new unit or concept before I feel like I'm great at it.  I'm going to allow myself the right to not get it all right.  

Saturday Sayings: Less Parent-Dependent

Richard Allington doesn't seem to beat around the bush.  Next to this quote in my copy of What Really Matters for Struggling Readers it says, "Yes and how?" That was my response when I read it for the first time.  I want that kind of school and that kind of classroom, but honestly I don't completely know how to pull it off.  

I can't speak for other grade levels, but as a first grade teacher I certainly do rely on parents to help me out.  At least I ask them to.  My expectation is nightly reading.  That's all I ever ask of my kids at home, but my little ones need an adult who will also commit to an investment in reading.  That means that every year there are handfuls of readers who do all or most of their reading exclusively at school.  

If I understand Richard Allington correctly, he's saying that the instruction in my classroom had better be so powerful, that what happens or doesn't happen at home won't make or break us.  I can only control what I can control.  The success of my readers can't be dependent on what takes place outside of my classroom's four walls.  

Some might say that Richard's request is a lofty one and I get that, but I do think he's right.  It's a request I'd sure like to succeed at, but I can't say that my classroom is as less parent-dependent as he or I would like.  I sure do believe parents should be involved and it pays off when they are, but what will I do when they aren't?     

I'm happy to send you to read another Saturday Saying by Jennifer today.  She's my lovely guest and will no doubt bless your morning and mine.

Jennfier

Reading Trumps All Other

There aren't many times in the day when my kids have to wonder, "What do I do now?"  If they complete a piece of writing during writing workshop, they start a new one.  If they finish a book during read to self, they read another.  In those rare moments when there is a task that they'll finish at different times and need something to do, they learn quickly to head to our living room or library and read.
  

Many teachers have fancy systems in place for kids who finish tasks early.  Even though I've believed in my system of simply expecting them to read, over the years I've felt a little guilty about this.  Maybe I should be doing more?  

This summer I finished The Book Whisperer, and I must thank Donalyn Miller for validating my very simple read-when-you're-finished plan.  She makes it very plain that kids need to spend more time with their noses in books.  Simply reading trumps all other activities, and she talks about the ways she squeezes out as much extra reading time in her day as she possibly can.  So any way I can get books into my readers' hands is not only okay, it's essential!  Phew.  

"No single literacy activity has a more positive effect on students' comprehension, vocabulary knowledge, spelling, writing ability, and overall academic achievement than free voluntary reading."  Donalyn Miller, The Book Whisperer 51

"What do adult readers do when they finish their work for the day?  They reward themselves by snuggling up with their books."  Donalyn Miller, The Book Whisperer 57

"The volume of daily in-school reading many children routinely experience is below an optimum level."  Richard Allington, What Really Matters for Struggling Readers 33

"We no longer need to feel guilty that students are 'just reading.'  Reading is probably the most worthwhile activity students can be doing."  Regie Routman, Invitations 42

I'm planning to give up the guilt.

Saturday Sayings: A Lot of Easy

(Click above for other Saturday Sayings.)

(Janice is one of my favorite teacher mentors.  She trained me in Reading Recovery my third year of teaching and changed my teaching life forever.  Sappy but true.)

I can't say for sure that Janice invented this saying, but she's the one who brought it to life for me, so I'm giving her the credit.  This next quote confirms that she was ever so right.

"Lots of easy reading is absolutely critical to reading development and to the development of positive stances toward reading."  Richard Allington, What Really Matters for Struggling Readers 44

If a lot of easy reading makes reading easy, then wouldn't it be safe to say that a lot of hard reading makes reading hard? If it's hard, then it's for sure not enjoyable.  If it's not enjoyable, then why try?  I'm pretty sure most of us know a reader or two (more like handfuls) who have found themselves in this boat.  No doubt many factors affect the attitudes and abilities of these readers, but I wonder how many of them simply haven't spent enough time with books that are easy.

I think it's important to make sure that "a lot" and "easy" are part of what our developing readers experience.  Both parts of the equation are necessary.  

• How much time do our kids actually spend reading books independently?  
• How much of what they read is easy for them? 

A lot of easy reading makes reading easy.  It's so simple, yet deserves a lot of thought and consideration.  

P.S.  I like to share this saying with parents.  It's typically an eye-opener for them.