Posts

Posted on

What Happens When Programs > Books

When classroom literacy instruction starts to become completely overtaken by that literacy programs, do actual books start to get in the way? After all, reading a book takes more time. Selecting passages from actual books to share with students takes time. Talking about our favorite books (and building the culture that makes us want to) takes time.

And time is what we lack most as teachers!

Plus, when that program has mapped out tasks and “personalized” progress for every day of the school year, it seems our literary expertise starts to take a back seat to that very expensive program.

So what starts happening when programs > books?

Books seem like luxurious “extras” (you can get to your book when you finish the worksheet or level).

Books seem less efficient than the programs (we all know books have value, but if they’re not carefully scaffolding the reading development with every word, are they as valuable during class time?) 

Read aloud time starts to disappear (after all, the programs seem to encompass all the literary needs, not to mention time).

Programs are deemed more adept at identifying skills (at least, the skills most easily recognizable/test-able).

Kids talk less about the books they’re reading and more about the levels they’re on (it makes sense since all that time on programs suggests we’re more interested in getting them to the next level than we are about their reading interests).

No matter how appealing and adept a program might seem, we must be careful to seek balance and to protect our students’ love of books. As authors by Antero Garcia and Cindy O’Donnell-Allen write, “To see themselves as readers, students must also have opportunities to make decisions about what they will read.” p. 98, Pose, Wobbble, Flow. Pernille Ripp also writes eloquently on programs like Accelerated Reader & selecting literacy programs. Also this:

If books have started to be relegated to a sideline role in our classrooms, it’s time to ask ourselves how we can bring them back into our reading instruction in meaningful ways.

featured image: DeathToTheStockPhoto

Posted on

Who Owns Documentation? (Also, the 7 year old wants to blog) #TeacherMom

Last week, I wrote about the pressure we feel to do it all ourselves. Today, I want to follow up on another facet of this pressure that manifests itself differently for both parents (especially moms, it seems) and teachers:

Documentation of milestones/growth.

As moms, it seems we feel we must be these momento-keeping wizards/hoarders, which of course, includes a large dose of guilt when we inevitably fall short. But if somehow, we do manage to create the perfect scrapbook and trophy shrine, we’re put on a pedestal of “good moms.”

As teachers, we know that documentation is important, but it’s all we can do to stay on top of benchmarks for reading, writing, and math, let alone those special art pieces or project artifacts. But don’t parents love those Pinterest-worthy files at the end of the year packed with student work?

The common denominator in both scenarios? Absence of student ownership. If it’s all about capturing our kids’ growth, why not give it back to them? Why not have them document their own mementos and aha moments?

All this came to mind when my daughter came home from school to find me blogging. We’ve talked about what I do many times, and she told me, “I love that you share your writing with teachers around the world…Did you know I have a blog at school? But only my teacher can see it. I’d like a real blog.”

Of course, TeacherMom that I am, I immediately jumped on that opportunity. I got her all set up with her own Weebly, added her posts to my RSS feeds, set the comments to “requires moderation,” and reviewed safety. Then, equally important, we discussed what kinds of writing she might share!

But I’ve been blogging for 4 years now — why haven’t I tried this idea of helping her share her writing sooner? After all, she has loved writing for as long as she could form letters.

It seems that once again, it’s fear that holds us back from allowing our kids to take on this kind of ownership. From fear of loss of control (what if they miss documenting noteworthy items?), to fear of Internet safety issues (usually emphasized more than the positive ways kids can harness tech), we hesitate, and then we take on more than we should.

It’s time to ask ourselves how we can better help our kids share the load of their own learning process. We can teach them the skills and give them the tools to take more ownership. When we do so, we can alleviate many of the stresses we have unnecessarily taken on ourselves to begin with.

featured image: DeathToTheStockPhoto

Posted on

“Memory Is Magic:” Islandborn Book Tour

For some, the idea of family history conjures images of dusty microfiche and ancient film readers. But for me, it’s been a vibrant, fascinating part of my life for the past decade.

Epic mysteries of a Jewish great-great-grandmother fleeing Russia.

Father vs. son in the American Civil War.

Adoption via The Orphan Train.

family history shadowbox I’ve compiled

It’s one of the reasons I love “Islandborn” by Junot Diaz, illustrated by Leo Espinosa. It is simply bursting with all that makes heritage so rich and beautiful–even if we can’t remember it ourselves.

Lola feels worried that she can’t remember her country of origin like her classmates can. Her teacher says, “No problema. Are there people around you who do remember?”

I love this theme of using other people’s memories, even slipped onto the back cover:

Lola spends the rest of the book drawing pictures based on her family and neighbors’ descriptions of the Island. Even the uglier parts of their memories still play an important role in capturing what the Islanders have lived through and overcome. Her journey to paint a past she can’t quite remember herself brings new meaning to the time I’ve spent scanning photos, transcribing interviews, and curating documents. When it comes to remembering our heritage, truly, “Memory is magic;” it is worth taking measures to connect with family and friends that do remember.

“Islandborn” hits the bookshelves on March 13, and I’m honored to have been asked to be part of its book tour with Penguin Young Readers. Other books that illustrate the magic of memory for you to check out include:

featured image: DeathToTheStockPhoto

Posted on

The Baby, the Bathwater, & Empowered Tech Use

I’d like to first clarify what I do not mean by “empowered tech use:”

  • intensely rationed “screen time” for good behavior
  • hours spent at school on “personalized” programs that take the person out of personalized learning

Both of these uses are less about empowerment and more about control. And they both convey negative messages about tech use; at best, that kids’ tech use is limited to consuming, and at worst, that kids are not to be trusted when it comes to responsible, creative tech use. Neither message suggests kids can or should take ownership over their tech use.

We often worry about what’s at stake when students don’t use tech with responsibility. I wonder what’s at stake when students aren’t taught to use tech with empowerment?

When we turn the conversation around, we can empower our kids to take ownership over their tech use, to balance creating vs. consuming, to contribute in positive ways, and to develop skills as literate digital citizens.

featured image: DeathToTheStockPhoto

Posted on

When We’re Tired Of Coming Up With It All Ourselves #TeacherMom #IMMOOC

In season 4, episode 2 of the current #IMMOOC running, Angela Watson stressed the importance of not trying to come up with some beautiful, perfect lesson every day:

“[There’s] this self-imposed pressure to reinvent the wheel. It goes back to the notion that ‘kids these days have a short attention span, and they’re so different so they need all these different things, so therefore I need to have the most exciting lesson in the world.’ I can’t possibly do the same thing with them twice or else they’ll be bored and they won’t pay attention. One of the best things we can do as teachers is to develop this core group of activities that are open-ended and naturally differentiated that you can plug into your lessons over and over. So instead of constantly trying to find something new, have a tried-and-true repertoire of maybe 5-6 things as a new teacher, and slowly you add to that over time. Things that kids really enjoy and learn from.”

When I listened to this, it was an instant “aha moment” both as a teacher and as a parent. Sometimes I think Pinterest has warped our views of success to make us think that if there aren’t rainbow sparkles emitting from our pursuits as teachers and parents every day, we’re doing it wrong.

Instead, we can think of what works, and then how we can make that more accessible to kids. And, best of all, we can invite kids in on the discussion every step of the way.

As a teacher example, when I reflect on that repertoire of 5-6 activities that usually worked really well, I think of visible learning. Protocols like:

Once we find protocols that seem to work well in generating quality thinking, sharing, and stretching, the next step is to make sure they are well known enough that when you invite students to help plan, they can easily pick out which ones would be appropriate for upcoming concepts/content. This might come in the form of putting up posters with a summary of what each one involves, or it might simply mean posting a list in your “planning corner” where students can be reminded that they are ready to be put to use.

When I think of my parenting 5-6 go-to’s for my small kids, I think of:

  • Our sensory box (bin full of pinto beans)
  • Playdough
  • Kitchen play
  • Read Alongs
  • Outdoor play
  • Puzzles

Just as with the teacher items, the real magic happens when we let kids in on the planning, ensuring kids remember what activities are within reach. Ownership is shared, energy is multiplied, and fervor is rekindled. I’ve seen this happen when I’ve worked to set the environment so my kids can better plan their own daily activities.

You see, there’s just no need for us to come up with it all ourselves. Maybe those burnt-out feelings are just a good reminder that we can look to the kids we serve to find the very energy we’re looking for!

featured image: DeathToTheStockPhoto

Posted on

On Pacing

I recently had another “aha moment” as a result of reading Seth Godin’s blog. Check out this passage:

“I didn’t let the dough ferment long enough.

And then I made the oven hotter, in an effort to get the loaves finished so I could leave to meet someone.

That’s not how great bread works. It’s ready when it’s ready, not when you need it to be.”

Pacing was my biggest opportunities for growth in the classroom. I’d plan on a “mini lesson,” only to find myself talking at my kids for 20 minutes before letting them get started. Or I’d try to keep it brief, and then find myself interrupting them again and again as I added additional thoughts.

Of course, pacing isn’t just about the length of our lessons. It’s also about gauging our kids’ learning and development in general. How soon and how fast do we push? How much room is there for students’ voices and inquiries amid the curriculum we have “to cover?” This is where the fear can also come in that Seth mentioned in his post; how often do we allow our fears to keep us letting go of control?

Either way, when our pacing is off, it’s often because the focus has strayed more to our timetable than our kids‘ timetable. Just as great sourdough is “ready when it’s ready, not when you need it to be,” kids are ready when they’re ready. The best way at being more in-tune with our kids’ needs is by listening to their voices. This might include:

  • using a suggestion box/holding class meetings
  • using wrap-ups at the end of our lessons to reflect collectively on the understanding thus far
  • co-constructing rubrics and soliciting kids’ definitions of success (both for specific units and for learning in general!)
  • talking less
  • inviting kids in on the planning
  • tapping into kids’ process for work (rather than focusing solely on compliance)

Even when we think we’re too short on time, when we choose to seek out students’ voices, we will more often find ourselves uncovering great learning and great learners.

featured image: DeathToTheStockPhoto

Posted on

21st Century Literacy Opportunities You Probably Overlook #TeacherMom #IMMOOC

I’ve decided to join this year’s #IMMOOC as I finally read George Couros’ book, Innovator’s Mindset. I’m looking forward to making new connections with teachers around the world and to finding ways to push my thinking and comfort zone over the next 5 weeks!

Here’s a passage that has stood out to me most for this week’s reading:

“We are spending so much time telling our students about what they can’t do that we have lost focus on what we can do. Imagine that if every time you talked about the ability to write with a pencil, you only focused on telling kids to not stab one another with the tool. What would you really inspire in your students? Creativity? Unlikely. Fear? Almost certainly.”

It seems that the older my kids get, the more often I hear about the dangers of screen time, online predators, and cyberbullying. Rarely if ever do I hear parents share the amazing ways they are engaging in technology with their kids.

Apart from this being a missed opportunity to build positive associations with the possibility tech affords, it also misses out on some serious opportunities for literacy (both traditional and digital).

As rare as it is to hear about the positive examples among parents, I actually observed an impromptu example just this weekend as my mother-in-law sat at the computer with my nephew. They were searching out some fun gadgets together on Amazon, but what quickly caught my attention was the language my mother-in-law was using with my nephew. As they looked at new products, she helped him scroll down the page, saying things like, “When I’m looking at something I think I might like to buy, I look first at the 1-star reviews. That helps me find out what I might not like about it.”

I listened as they read the reviews out loud together and then discussed whether they thought those would be relevant issues. And as they navigated new products, it was clear my nephew was quickly becoming more discerning about what he was viewing.

Who would have thought Amazon could be rich soil for literacy? But I guess if we’re paralyzed by fear, we’re not exactly on the lookout for ways we might invite our kids to join us in our screen use.

Now, to be clear, if our kids’ device use is also limited to moments we “give in” due to begging or boredom, that’s also a missed opportunity. The key is in how we are engaging with our kids, and in positive, practical ways. I’m looking forward to finding more ways we can show kids what they can do with tech, both as parents and as teachers.

featured image: DeathToTheStockPhoto