Blog #4  Catching Readings Before They Fall
Who's to Blame?

   When students walk in our classrooms and they are struggling to achieve or they are grade levels behind, what is our first thought?  We start looking for someone or something to blame.  We want to blame it on the previous teacher, or the child's home life. 
   Johnson and Kier share with us in their book that Carol Lyons asked us to acquire three positive self fulfilling stances instead of faulting others:
-expect that the lowest achieving children can learn to read and write
-support children as they learn how to learn
-BELIEVE that you are the one who will teach this child to read and write
   If we look hard enough and long enough we can find strengths in every student.  As teachers, we have the power to make a difference.  One way to do this is to start them off with a positive attitude about themselves as readers.  Sometimes all it takes is for a student to know that we believe they can do it.  Having those expectations for them, expecting them to learn to read.
   At-risk children who do not get off to a good start, according to Johnston and Kier, "They become embroiled in negative spirals of failure, deepening emotional challenges, and continued failure that often results in behavior problems."
   I feel that we often don't high enough expectations for our at-risk, low achieving students.  We just expect that they will always be low achievers, and that is simply not the case.  They need to know that we believe in them and they we have a vested interest in their achievement.

Sharing Information with Families

Remember that the majority of parents are NOT educators. They rely on teachers to inform them on how their child is doing.  Parents’ method for helping their child is doing it “the way they were taught.” How many times have you heard a parent say “School has changed so much since I was in there. I don’t how to do this new stuff”? One way to ward off these types of questions and comments is to keep the parents informed all along the way.

• When parents come to you with a concern, take their concern seriously. No matter how simple the question seems to you, it is huge to the parent!! Parents want to know that they are being heard. Rephrase their question to make sure that you understood the parent correctly. This gives the parents a chance to clarify the question if you misunderstood but also lets them know that you are listening to them and addressing their concern.                                                                            
• Whatever you agree to do for the student, make sure you follow through!! The parents will be watching and waiting for you to follow through with your promise.

• When speaking to the parent, don’t talk above their head. Speak in terms that they can understand and not feel intimidated. This will help keep a positive open line of communication. If you use acronyms, explain what they mean. Before you end your conversation, ask parents if they have any questions.

• “Don’t overwhelm the parents with too much information. Give them something to walk away with, and then offer a follow-up appointment.” I know that there are times where we feel like we will never get the parent back in but remember that parents do not want to come in and hear everything that their child is doing wrong or not doing at all. Make sure to include what the students can do so that the parent will leave on a positive note. This will help the parent feel better about coming to another meeting to discuss their child.

• Ever dealt with an angry parent? We all have. Remember that the anger that may be directed towards you most of the time is not truly meant for you. When the parents are angry, they are usually just very frustrated with their child. When dealing with an upset parent, “it’s best to keep listening, paraphrase, and let the parent talk out the issue until you are sure you understand. You may need to involve another professional, such as the principal or reading specialist, to help you talk through and solve the problem.”

• Have you ever had a parent catch you in the hallway or even in a store? If so, acknowledge the parent’s question and respond with “I’m so glad you brought this up. Let’s set up a meeting so we can discuss this in more detail.”

Blog 5 – “Father…I mean…TEACHER KNOWS BEST”!

In the fourth and final section of Reading Essentials by Regie Routman, there is an emphasis (as there has been throughout the book) on the teacher needing to take a stand for what they feel, as the professional educator, is best for their students.  “Only you, as a knowledgeable teacher, can decide what your reading program should encompass and how it should be organized” (Routman 186).   Too often teachers or forced or feel like they have to do the latest program.  Teachers need to be informed about or do research about the programs they may use, to make sure they feel it is what is best for their students.  “At best, any program, no matter how good it is, is a resource and tool.  It can never take the place of the knowledgeable teacher” (Routman 192). 

Another emphasis in this section was on using our time wisely.  “Spend it in the most meaningful, productive ways possible” (Routman 202).  The key is to make sure that every minute is useful, effective, and counts.  Too often teachers get too caught up in making sure so many different things are done (programs, curriculum, etc.) that the most important thing…the students…get lost in the commotion!  Make sure that whatever is being done is effective, meaningful, and creating a love of learning for the students.  I loved the quote by a teacher, ’I have been reevaluating everything I do to see if the activity has a true purpose or if it’s just busy work and a time filler’ – Donna Kline (Routman 201).  So many times teachers know what their students need the most of, and what would be the best use of their time.  Sometimes, it just has to be what takes precedence.  

When you look at all of this, and this whole book, it all keeps focusing on the fact that the teachers not only know their students, but know what is best for them!

One Last KISS

As I sit down to write this last blog post, my mind is filled with a million tasks on my "to do" list and quite frankly I am almost at the panic stage.  Thanksgiving meal preparations, packing for a trip to NYC, housecleaning, interim grades, course assignments, and lesson planning are weighing heavily on my mind. Where will I find the time and energy to get everything done? And then I remember to KISS. Keep It Simple, Stupid is what I have garnered from Routman's closing chapters of Reading Essentials. She states, "the elusive balanced life remains a mirage. Your time is valuable. Spend it in the most meaningful way possible." Amen!


How many days have I spent staying after school hours to grade papers, create the perfect project, or attend meaningless meetings?  How many times have I had to decline invitations from friends and family because I had work to do? I wholeheartedly agree with Routman's comment, "We are not only role models for learning; we are role models for living." My students are quick to know when I am stressed, overburdened and moody. They pick up on my impatience and frustration. They can certainly tell when my energy is zapped and I am operating on auto-pilot.  "Kids can't be joyful if we're not," puts it all in a nutshell. Do I choose to enrich their lives (and my own) with a love of learning over a mastery of the standards?  What am I doing each day to foster joyfulness in my students as well myself?


The book ended with a trite but true piece of advice that we can all take to heart...."Enjoy your students, enjoy your teaching and enjoy your life."  Just don't forget to KISS!  


Happy Thanksgiving Everyone!

Blog 5/Module 6

While reading No More Independent Reading Without Support, I have come across many great ideas for how to work with building my students reading comprehension and skill.  Now it is time for me to take the information that I have gathered and develop a plan to use in my own classroom.  The authors stated that "when students are engaged in their reading they can read for longer periods of time, read through more difficult text, and increase their reading achievement."  Currently I am working at making an interest inventory for my upcoming class to take in order to grow my library with books that these students may find interesting.  I have also been arranging my books by lexile levels.  I am hoping by knowing  student reading levels and interest I will be able to give them opportunities to read books they find interesting, and that they will be able to read.

The authors also stated, "having student's respond to their IR creates time for them to reflect on what they have read and to push their thinking further by sharing those reflections with others.  I am hoping to try to do a number of types of reflections in the classrooms, hopefully the students will enjoy them all.  Of course if I find that they do not enjoy some monitoring and adjusting will be done!  

As I get closer and closer to teaching this class, I find myself actually excited!!  I have a lot of ideas and even a field trip planned!!!    Wish me luck!

Blog 5 / Module 6

     I finished reading Reading Essentials by Reggie Routman and found it to be very useful for
me and my students.  The content was so dead on and realistic. " We want our students to be excited about literacy, they need to have teachers who love coming to work..." This is essential for success of both the student and the teacher. This book gives many tips, opinions and strategies for success in the
Reading classroom. " There is no right or best way" we as educators are so focused on doing things
correctly or the way it should be done that this quote was so helpful to me. I relaxed a little and
enjoyed finding great new ways to teach without it being correct or incorrect. "Bond with your students". This has to be the most important for me. Bonding with your students will help the student
and teachers life much easier when reading. There is a lot of one on one time and it is essential
to feel comfortable together.
     The Try It Apply It and teaching tip  sections were so helpful and I used and plan to try more of these in my classroom with my students in the future. The book is designed for success and if used properly I think it will help me create stronger readers. I am realistic and know that not all my students will be successful for may reasons but I will be comfortable in knowing that I will do all I can to help guide them be excited and successful in reading to the highest of each ones potential.

Blog Post #5

Blog Post #5

            The last part of the book No More Independent Reading Without Support is about ways to keep things going during the Independent Reading time.  I really like all the tactics for teachers to use during IR.  In a world where we as educators hear that we need to differentiate our classrooms, I never even thought about conferencing being a way to differentiate my instruction.  According to the authors, “Conferring is differentiation at its fines!  When we confer with children one-to-one, we’re working hard to personalize our instruction and support children as they apply what we’ve taught them in large and small group settings.”  The next time someone asks me about how I am differentiating instruction in my classroom, I will definitely be able to include conferencing during Independent Reading.  Conferencing is a powerful tool, and if used as it should be we will be able to catch children that are not using the skills taught and reteach them in a one on one setting.

            The last part of the book that I really like was Tactic 8.   According to the text, “Tactic 8:  Use partner reading and book clubs to get students talking and reading independently.”  I also think that we need to start small and do a lot of modeling how to talk to each other about what they are reading and what they need to talk about.  When I ask my middle school students to turn and talk, they still look at me like I’m crazy.  I guess it goes with the territory.  I asked them to do an activity where they were moving around the room and they complained.  If I ask them to sit, they would rather stand, just like if I ask them to not talk they want to talk.  I guess I can try reverse psychology next time to see if it helps.  

            I have really enjoyed having a refresher on Independent Reading and I will recommend this book to anyone that needs to know what do during Independent Reading and how to keep your kids involved and engaged.