The hardest issue that arose in keeping this blog running was one of time and resources. There's only so many books I'm reading, and now that I've read a lot more, I can do some more reviews. I've also been refining ideas and things like that, so I hope to be back to writing now. Check back, my first new book review should be forthcoming.
I've been thinking on and off about the legacy left behind by pop legend Michael Jackson. Now, even though this is an educational blog that focuses mainly on literacy, it's my blog, and as such, I wanted to share a few of my memories of Michael.
There weren't too many individuals in the world who were scrutinized as closely as Michael Jackson was, but I don't want to get into that here. Simply put, I have been a big fan of his music, and his message of making the world a better place. I think he was a misunderstood individual who really viewed the world through the eyes of a child, a man who really wanted to see the world as a peaceful and happy place, and I wanted to give my small, insignificant tribute to the man here on my pages.
I grew up in the 80's, so of course I adored Michael Jackson. I loved "Thriller," I thought his music was the greatest (still do actually), and think he changed the face of pop music forever. My favorite Michael Jackson moment comes from the 1993 Super Bowl in Pasadena, California at Rose Bowl Stadium. It was Super Bowl XXVII, and the Dallas Cowboys (who also happen to be my team) defeated the Buffalo Bills to win their first Super Bowl since 1977, and their first in my lifetime.
Michael Jackson did the halftime show to that Super Bowl. It was a show that, in my biased mind ranks as the best ever. Jackson did many of his great songs, including "Billie Jean" and "Black or White." He ended this with the song "Heal the World," one of my favorite songs. It has a great message of hope and love for your fellow man. He really was a show man, and he will be missed. So here's his performance from that halftime show:
I've decided that I am in fact a creature of habit. It's the middle of summer vacation, and I'm not doing any kind of work this summer, and so I find myself far away from my normal professional interests, at least for a few more weeks. Later this month, on the 19th, I will head off to New York for the ExxonMobil teachers academy, and that's when I'll start thinking work again.
To all you teachers out there, I know I'm preaching to the choir. We have to take time to recharge our bodies and our minds. I personally have been spending my time trying to get back in shape, spending more time with my family, and trying to let my mind recover by having fun, playing video games, reading for pleasure, etc.
I keep telling myself I want to start getting back on the blog here, but the more I try the more I realize that I can't, because my head isn't in the game right now, so when that day comes, I will probably be around more.
Over the first few days of summer vacation (our last day of school here was Wednesday, May 20th), I've been watching a lot of movies with my family and have not done much reading. Let me change that, I have not done any reading. Although I am a voracious reader who can put away a dozen books in a week if I so please, I have found that it's good to take a break sometimes. Part of it is that my eyes start to hurt (I have horrible vision), and part of it is that I start to over-read and have nothing else in the house left to read.
I tend to read by grabbing a stack of things I want to read, sitting them on the shelf, and plucking them off one at a time. I'm sure I will start attacking my stack sometime later this week, but it's good to get a chance to relax and enjoy some movies.
Of course, if you hold a similar definition of literacy as I do, then movies are literacy, but most of you know what I mean when I say that watching a movie is different than reading a book.
This extends into the world of the classroom by knowing that this is magnified in the lives of children, most of whom aren't big time readers the way that we are (I'm assuming that a lot of my readers are big "literacy people"). Kids need a break sometimes, and it's easy to gauge this. Give the child some free time, and if they pick a book, fine, if they don't, let them get away from it for awhile. It is difficult, coming back to a new school year, seeing a little regression in skills, but this is natural. School years are long and hard (for students and for teachers), and everyone needs a break.
There isn't really any greater purpose today other than that, sometimes a break is good.
So here I sit, in the beginning hours of another summer vacation. This was my last year in my four year tenure as a 5th grade teacher, at least for now. Next year I'll be venturing down the hallway (a journey that started this morning with many hours of boxing, taping, and moving items from one room to the other) into the world of 4th grade. I will be looping my future 4th graders, all 28+ of them, to 5th grade, and couldn't be more excited about the challenge that awaits.
Yesterday I cried. It's hard to believe, but with about 30 minutes left in the day, I gave my traditional end of the year speech to my outgoing 5th graders, and found myself looking in the faces of mature young people who grew up before my very eyes this year, and I lost it. In past years, I've choked up a little, but this year the tears flowed.
Something I've always known about myself is that I form deep attachments to the people I care about. My students become like members of my family, at least for the time that they're with me. Of course they move on, and many of them, most of them actually, get on with their lives and will soon forget the majority of our time together, but many of them come back to visit and seem to look back on our time together with fond memories. After I stopped the water works and finished my speech, they cried as well. We had a fitting last few minutes together, and they went on their way. It was a great year, the best of my career, and now it's time to head home for some rest.
I also said goodbye to my student teacher yesterday. Although he could have left the class at the first of May, he stayed to finish the year out with us. I know that he felt the attachment to the students in our class as deeply as I did. He became a close friend during this semester, and I am deeply saddened by the fact that we will no longer be working together.
Now I sit here, just one day later, looking out into the yard, smelling the rain and feeling the coolness on my face, thinking back on the latest group of young men and women who are ready for the next steps in their lives, and already thinking ahead to what awaits me in August, and I'll tell you, this is why I became a teacher. For those of you who share my passion for teaching and cry on the last day of school when you say goodbye to your students, I stand with you.
It took me awhile to get around to this, but I wanted to share my joy with everyone who reads. I was chosen last month to attend the Mickelson ExxonMobil Teachers Academy this July in Jersey City, New Jersey (it's across the Hudson from Manhattan). I was one of 200 teachers (3rd through 5th) in the United States, and one of two in New Mexico chosen to go. I was nominated by one of my amazing 5th grade students, and get to spend a week of math and science professional development with 199 of my colleagues from the United States.
This honor is overwhelming, and I'm already excited. I've always considered myself a literacy teacher first and foremost (that's kind of the point of this blog), but as an elementary teacher, I'm always working on making myself the best teacher I can be in all subject areas, so it's great to get recognized for my math and science teaching. I'm going to be taking my wife with me on the trip. We're going to enjoy a week in New York City, because neither of us have ever been.
Here are some links you can go to in order to see what this is all about:
SEND MY TEACHER: At the bottom, you can click the link to see the names of all those chosen to attend. Also, you can do some nominating for next years academy.
News Release From My School District: This one will give away my true identity (holy snack cakes Batman!), but that's ok.
The write up that made the AP rounds: (I think the link explains it)
Next year, it appears that I will be making the move to 4th grade (I've been in 5th grade for four years now). I'll be going there, and then looping to 5th with the class. I'm excited about the opportunity, and am seeking out research, information, etc. One of my topics this summer will be on how to teach a loop (if you're not familiar with the terminology here, looping involves staying with the same group of students for two or more years).
I've also got quite a few books to catch you up on, and I'll also focus on that this summer as well. So please, stick around, and be glad that I in fact wasn't dead, just busy.
I haven't posted in pretty much four months. It's been a very hectic and busy semester. Between my full time teaching job, my doctoral studies, and having a family, I taught a course at NMSU this semester, which was a great experience that I'll be doing again this coming fall. In any case, I got really busy with all of that and had to decide to put this blog on the back burner. I do intend on coming back into it now that things are settling down. My last class at NMSU meets this week, and there's only two and a half weeks of school left in the year at work (unless swine flu shuts us down). I have been reading a lot of great books lately that I'd like to share here, and I also need to get out and start catering to my old blogging friends and pulling them back in.
Sorry about the hiatus, I'm glad to be back.
The lessening frequency of posts can only mean one thing. Yes, I have gone back to work. Fittingly, dark clouds descended over the area this morning, and it was as if the planet itself knew my gloom.
OK, it's not that bad, seriously, it's just hard to leave the warm house in the morning and not be here with my family reading and sitting around.
This upcoming semester should be very eventful. I plan on using this blog in the content literacy class I will be teaching at the university, as a resource. After all, I've typed 100 posts now (yes, that's right, this is post #100, how exciting!), and I might as well put them to use in some way.
I am still reading quite a bit, but here at the end of vacation, as I gear up to welcome my students back on Wednesday, I've taken to doing some pleasure reading, so I'm currently reading a Zombie book and some highly interesting graphic novels, none of which is appropriate for school work in any way, shape, or form. So, that's that.
I have a few more graphic novels, and another novel that I need to review, but I can wait on those until the time is right. Since today is Friday, and I head back to work for two days of professional development and planning on Monday and Tuesday, I figured it's time to start reminding myself about WHY I teach literacy.
Of course, on the surface, I teach literacy because it's part of my job as an elementary teacher, a major part of my job. But that's a given, and obviously I didn't become a teacher and then go "dang, I have to teach literacy." So, why then, why do I have my students engage in straight literary practice (aside from social studies, science, etc., which are literary as well) for over two hours every day?
I will continue to bring this point up in this blog, and that point is that I DO NOT teach literacy in order to have my students score better on a test, any test. I teach the way I do because I want my students to develop a love and/or appreciation for reading and writing, and to further their own critical thinking skills. I want my students to enjoy the things they read, and seek out more. I want them to become independent, quick (and slow) minded thinkers (there's a whole school of thought on long thinking and slow thinking, and it's really quite fascinating).
So next Wednesday, when my students return, I want to focus more on the process of reading and writing, on them understanding their books, understanding their own likes and dislikes, and understanding how to find books that they will enjoy. The problem in America is that many students, the majority actually, lack these self-awareness skills, and as a result, never develop good reading habits and don't read.
I've said it before and I'll say it again, it saddens me deeply to talk to college students and adults who have no appreciation for the written word. To say they've never read a book like it's something to be proud of and to claim that there is no merit in picking up a book is what I feel like I'm fighting against. It's a bigger issue now, because there are so many influences that pull kids away from books these days, and it's our jobs as literacy educators to pull them back into the wonderful world of reading.
So there, that's my rant, I'm done now.
I am currently sitting quietly here at home, enjoying the first day of our vacation. Teachers here go back to work on January 5th, while students return on January 7th. The day before yesterday, I got on the website for the local public library and put a number of books on hold, and that same afternoon went to pick up many of them. I am happily reading Kristin Cashore's Graceling right now, and am loving every second of it. I stayed up way too late last night reading it and woke up way to early this morning reading it, and should be done with this rather large young adult novel probably tonight or tomorrow. I'll do a review when I'm done.
This blog has been a great experience for me, something that I've been happy to do and has introduced me to some great minds in the field of children and young adult literacy. I've had dozens upon dozens of benign postings about personal issues or about how to either improve literacy practice in the classroom, as well as a number of how-to's, and I've had a few posts that have been fun and have ruffled some feathers by way of me airing out some personal opinions on classic books, practices, etc.
I only recently began being contacted by book companies or authors with offers to send me review copies of children and/or young adult books that are soon to be released in order for me to review them and post those reviews on my blog here. This is a very exciting prospect for me, because I've always wanted to do this. I already have a standard reply to these companies that involves the fact that I will be honest and impartial in my review, if I like the book, I'll say it, and if I don't, I'll say it. The first of my books arrived in the mail last week, and I'm going to read it when I'm done devouring Graceling.
Those of you who have been blogging about children and ya lit for a long time, have you been contacted to review books for companies or authors? I'm just curious as to the prevalence of this.
Anyways, apart from all of that, I want to thank those of you who continue to read these things that I write, and will continue to come back in the future. I'm only in my fourth year of teaching, and the first year of my doctoral studies, so I hope to continue with this, and see where experience and education take me and my own thought process. Thank you all again, and have a Merry Christmas (of course, hopefully I'll post again this week, if I can find things to discuss). If you have any possible topics, let me know.
The end of the semester is right upon us, only two days remain here where I teach. This basically means that teaching and learning are put aside and everything turns toward having celebrations, enjoying some stress free days, and setting up some winter vacation reading guidelines.
That's right, I assign reading to my students for the vacation. I'm asking my class to read 1 hour per day, with Christmas Eve, Christmas Day, New Years Eve, and New Years Day off. I let them select their own book, as long as it met length and level requirements, and they will complete some assignments, including a book report and chapter reporting pages, on them.
Teachers all over the country classically see a drop off in achievement when students return from vacation. This is understandable, because most kids go from day after day of work and practice to three weeks with no reading, no skill work, or anything.
I don't do winter reading to keep their skills from diminishing (which is more of a testing issue than anything else), I do it to show them that you don't have to be at school to read. Most of my students, at this point in the year, have found a genre or two that they really enjoy, and have said they want to read over the break. I'm giving them this opportunity to continue their hard work.
Do you do anything similar? Do you believe in working your students over vacation? I'm just wondering how common things like this are.
Courses at NMSU end officially today, and everyone there is surely ready for the break, I'm ready for a break from the rigors of grad school. Now, it's down to 4 and a half days of teaching until the break. It can't get here soon enough.
Teachers always sit around and joke about how the last week before Christmas... er, "Winter" (must be PC), break, is a throw away week, a week of fun activities and mostly just messing around. I can tell you, from experience, that this is in fact mostly true.
There are a few reasons for this, but mainly, the kids are hyper, burned out, and looking ahead to the breaks. The teachers, well, they're also those things. I've never really been one of those teachers who does tons of decorations and plays Christmas music and stuff like that. We do have a party, we do a gift exchange, we're reading The Best Christmas Pageant Ever
I'm sure there are better Christmas books out there than The Best Christmas Pageant Ever, but at 80 pages, you really can't go wrong. Most of the story does take place in a protestant church, and Jesus is mentioned quite often, although mostly just as part of the story, it's not real preachy, and, like I said, it's short, we started it last Monday and will have it done by next Thursday, no problem.
So anyways, I turned my little personal post into a book review (figures). Let the last week before the break be what it is, a time to wrap things up, a time to celebrate the semester, and a time to embrace your hyper students and let them have a chance to kick back a little. It just goes with saying that school isn't all about getting every little thing out of every single second in terms of learning. You can kick back and enjoy the end of the semester, you earned it, and you're probably burned out, because that's how it works.
When I was an undergraduate student at New Mexico State University, one of my core classes was called English 211, and it was a writing in the humanities and social sciences course that had a subtitle. What this meant was that it was up to that particular instructor to decide the focus of the literature that we read. I happened to choose my course based on a convenient time and not a convenient subtitle. I ended up taking a course that was subtitled women in science fiction. It was an interesting class filled with Mary Shelley's Frankenstein and other books that I honestly don't remember, I just didn't pick a subtitle that involved my own interests when I was 19 (football and video games anybody?).
Well, I was thinking, what if I was called upon to teach this class (and I probably wouldn't, because I'm not even in the English department), what would I do, and what books would I use? Well, here's what it would be, here's my outline idea for an ENGL 211 course:
ENGL 211: Writing in the Humanities and Social Sciences
SUBTITLE: The Future Gone Wrong: Dystopic Futures & Post-Apocalyptic Novels
In this course I would explore the nature and perspective of various novels classified as dystopia (the opposite of utopia) and/or post-apocalyptic. There could be a movie spin off class involving such films as War of the Worlds, Waterworld, The Postman, Pleasantville, and Mad Max, among MANY others.
My book choices for this course would include 8 books classified along this sub-genre, and I would do them in the following order:
1. 1984, by George Orwell: Any course on dystopia, where the future has gone wrong, must start with the absolute standard for the genre. I would use this book as a starting point from which all other works would be compared. We could possibly watch the movie, and do a compare/contrast thing on it, that would be nice.
2. Brave New World, by Aldous Huxley: This is the other standard for this genre. It lies in contrast to 1984 in many respects, and is a good second read. The rest of the course would lie in comparison to these two books.
3. Anthem, by Ayn Rand: I chose this book for a few reasons. First of all, Ayn Rand had and still has a huge following through her brilliant, bible sized books like The Fountainhead and Atlas Shrugged. Anthem gives the dystopic experience without taking four months to read. It's short, poetic, and to the point, it's like annotated Ayn Rand.
4. The Giver, by Lois Lowry: You know what they say (or what they will say once they start reading me), that once an elementary school teacher, always an elementary school teacher. This book could have major implications in a class like this. Its story allows for comparisons to Rand, Huxley, and Orwell, but it stands alone in terms of its actual content and meaning.
5. Fahrenheit 451, by Ray Bradbury: Of course this book is in. Some might even say IT is the other standard, and not (take your pick, 1984 or Brave New World). What a great story about future society in which censorship and self-imposed ignorance are celebrated.
6. Life As We Knew It, by Susan Beth Pfeffer: This is another teen read, which doesn't make it inappropriate for college undergrads. It would be the first post-apocalyptic novel (the previous 5 all being dystopias), and focuses on the diary of a girl after the moon was knocked out of orbit with the earth, causing catastrophic results. It's an easy read, and a good jumping off point.
7. The Road, by Cormac McCarthy: Hopefully no one tries to off them self after reading this one. What an amazing story, it's beautiful in its simplicity, but shows behind the curtain of post-apocalypse. Heck, it doesn't even mention the apocalypse. It's a direct contrast to everything else here in the course.
8. World War Z, by Max Brooks: Leave it up to me to sneak some zombie literature into the course. I mean, it is post-apocalyptic, and it's an amazing book, I think the class would enjoy it.
We would spend the end of the course summing it all up, drawing all the comparisons, talking about implications on today's society, etc. etc. I could even see some sub-genre courses on Zombie Literature (a few exist at NMSU now), the Post-Apocalyptic Novel, or Dystopia by itself jumping out. I think this course would be fun, and should be looked at. So if you are reading this and would like to have a skilled educator teach it for you, I'm your man! Wow, that read like a resume.
Anyways, if you could teach such a course, what would you do and why?
Coming out of the teacher education program that provided me with my Bachelor Degree as well as the necessary credentials to be a teacher, I didn't know for sure if I was prepared for what was in front of me. Walking into the classroom that first year, I found that I was shamefully unprepared to teach, discipline, and deal with the daily struggles of being a teacher. These are things that I fully take for granted now, it has become second nature. There were times during my first year that I considered leaving, it was tough.
Like many other new teachers, I entered a situation where I was "dumped on." A veteran teacher dropped every special education and behavioral problem in my lap, which made it even worse. Coming out of college, I had dealt with some good courses and some bad. Unfortunately for me, I was coming through right when the literacy department had a major shake up. So, to make a long story short, my literacy methods classes prepared me for next to nothing, and boy did it show.
I just picked up the basal reader and ran with it, I didn't know what else to do. I was also teaching the "low" group (they ability grouped students at the time), and that made the job all the more difficult. Looking back, I was probably one of the worst reading teachers of all time that first year. My students weren't learning, their test scores were in consistent free fall all year, and I didn't know what to do to stop it. So I decided to get my masters in literacy, I decided to do something about it. To make that long story short, literacy is "kind of my thing" now, and my students are doing very well in every measure. My methods and theoretical understanding are outlined in some form or another in the pages of this blog.
I have to wonder about other teachers though. All too often, the teacher education experience slants to one extreme, usually straight method with some theoretical understanding. Occasionally you get a professor that teachers "constructively" by assigning each student to teach a chapter, something that always draws the ire of students (and is a way that I DO NOT learn anything, and that many of my co-workers have admitted doesn't work). It's one thing to assign group work and things like that to students learning math, but to teachers learning to teach, it needs to be more intensive, it's not the same learning process with scaffolded outcomes.
When my student teacher enters my classroom after Christmas, I want to make sure that he gets chances to take risks with literacy, and understand the right choices. As important as college education is, in the field of education, the popular held belief is that you learn more in student teaching than you do in four years of college. I am entering the field of higher education as we speak, and getting deeper and deeper as each semester passes. One of my long term goals is to improve the quality and preparation of teacher education programs. I'm not saying it's dismal, I am saying there's room for improvement. This is a discussion that should be happening all over the field right now and should always be ongoing, but seems to be oddly silent right now.
Are there any comments from any of you out there? Any stories, suggestions, or critiques of programs around the country. I'd love to hear them.
I recently realized something as I was teaching my 5th graders during reading class. I realized that my class structure has become truly unique. I realized that my structure no longer follows the district guidelines (although it is still within what the district wants, it is not a clone), it no longer follows traditional thought, and it no longer follows what anyone else in the building does.
The teaching of reading in elementary school is basically broken into three components: teacher led reading (read aloud, shared, or modeled reading depending on the jargon where you work), group reading, and individual reading. Activities that are done in reading fall within one of these three areas.
My students enjoy teacher led reading immensely, they beg for more. The reason for this is the lack of textbooks, more often than not called "basal readers," which are books of story excerpts. Some of the excerpts are from great stories, so early in my career, I began to question this by saying that if the story was so good, shouldn't we read the whole thing? Isn't that part of the experience? My quest for the authentic literacy experience led me to where I am now.
For the first 30 minutes of each reading class (which run for 90 minutes, within my currently self contained classroom), I read to my students. I read to them from books that are basically above the reading level of 75% of the class, but not substantially above their level. I have read books like "The Castle in the Attic," "The City of Ember," "Coraline," and "The Giver," all books that I have read personally and consider to be masterpieces of children's literature. It is important that the teacher is familiar with the books before reading them out loud, don't just pick one because I or somebody else recommended it and start reading it. I am comfortable reading "The Giver," but somebody else might find it outside of their comfort zone, so be knowledgeable first.
After that 30 minutes is over, students work in groups for 30 minutes, reading a book that they selected together, or working on a project that I have given them. This block is where students are actually ability grouped and rotate between "stations," this is in following the Guided Reading model that my school district has mandated. This is another rule of reading. If your school district tells you to do something, do it, but make it work. Don't just say "I'm not doing that." In their groups, one of the big things I have going on is computer work. Students complete various projects on the computers during group.
At the end of group, there is 30 minutes of individual work. The activity most often done and preferred in individual time is sustained silent reading. Students love self choice, they love the joy that comes with a good book, and they love the time to themselves after a long day of lectures, group work, discussion, experimenting, and everything else that makes the school day so great. I guess I should say that my reading is taught at the end of the day (not my choice, but that's the way it goes).
So that's just a quick overview. I'll be back during the week with more book reviews, more ideas, and more discussion. Please check back soon.
Wow, I haven't been online in awhile. This has been the all time crazy few months, and I had to make the decision to let blogging fall by the wayside for the time being. For those of you who had kept up with me before, here's a small update on what transpired from late July until now (a span of pretty much four months).
I started off in the doctoral program at NMSU this current fall semester, that began in August. It was a little trying at first trying to get into the rhythm of it, but I'm in a good place now. I have declared my Ph.D. program, which is Literacy, Language, & Culture, which is a specialization under Curriculum & Instruction. I found out this past week that I will be teaching my first class at NMSU this upcoming spring, a reading content area literacy course that I'm very excited about instructing in.
I, of course, still teach 5th grade as well. My job isn't hard at this point, it's my fourth year and I'm in a very good rhythm there. I've been trying a lot of new methods out this year that definitely label me as a "liberal" teacher, at least as far as methods and praxis goes. I've done away with textbooks altogether, I use worksheets maybe twice a month, except for in math, which is still my weakest subject area, and I've been able to specialize in one area in science (I teach chemistry, YEAH!).
So, apart from that, I moved to a new house in September, which took awhile. We're finally settled now, and it took a long time, but we're here. Now that it's all said and done, I think I'm ready to jump back into this blog. I wanted this blog to be a valuable resource, and I still do, without a doubt. So please, don't give up on me, I'm back!
I am facilitating a group of teachers learning science content this week, and today, while I was presenting, I was actually a little surprised at my passion when discussion the usage of technology and innovative, or at least interesting, techniques in teaching literacy (science as well, but I went off on a tangent). I actually went as far as to tell the group of elementary school teachers I was presenting to that they need to stop teaching out of textbooks, they need to stop using worksheets, and they need to pick up the innovation, even if that means more work for them in terms of preparation and set up time.
The actual words I used were "stop doing those things, just stop it, or it's time to retire." I actually got some head nods and thumbs up. These teachers knew that I wasn't criticizing their methods, but I was reacting to the need for innovative methods to reach innovative minds.
I could actually go on here for a long time, but I think the need is obvious. We have students that will be living and working in a world that doesn't exist, even in theory, right now. I am in the late stages of the creation of a reading program for my class that integrates technology and authentic literature (books, graphic novels, magazines, newspapers, NOT textbooks, NOT basals, NOT those little lame made up books, NOT worksheets). I will explain my program in full once I'm done with it, and I'll update the readers of this blog on its progress once school starts. Of course, I'll throw that out there for free, I'm not trying to make money, I'm trying to teach kids they way they deserve to be taught, and hopefully others out there are doing the same.
In the meantime, here is the video that I was actually reacting to today when I had this discussion at this conference. It's called Did You Know?, and is rapidly making the rounds in the field of education. Enjoy.
I've always enjoyed discussing the books I've read, and finally ran across Reading Social, an application within Facebook where I could make a list of books I've read, want to read, and am currently reading. I could also rate books and leave reviews. The main problem with this is it felt pretty limited by Facebook.
Recently I found Goodreads.com, a great book networking site with many options, many members, and the ability to form groups. I ran across classroom groups from anywhere 4th grade and up into college. It was great to find such a nice application to use, and I wanted to discuss its benefit to the classroom.
Within Goodreads.com, there is the ability to make groups, and set them to private (even to the point that outsiders can't even see who is a member). I am planning on using a group, having each of my 5th graders (once the year starts in August) make a profile, and share books through the group interface in Goodreads. Within this, I can start discussions, post books we're reading, will read, or have read (students can do this as well), put events and reminders on the page, and basically interact with my students online at any time. I am thinking right now about how to incorporate Goodreads into my reading program, which is also still in development. Hopefully by the time school starts, I will have a complete, working program to share with everyone. Until then, I recommend Goodreads, both for its networking value and its possible educational value.
What is the most important subject in a student's elementary education (and no, I'm not talking about their ability to test)? What I mean is, which single subject is most important to that child's development as a lifelong learner, with the ultimate goal of them graduating high school and either landing a nice job or going off to college?
Different schools of though obviously exist, but there seem to be two sides primarily to this. On one side, we have the math/science, and on the other, liberal arts (social studies mostly)/literacy (reading/writing). Now, I know that these subjects can all be seamlessly interwoven by the master teacher, but I'm obviously not quite there yet, so I do see these two sides of the coin.
From what I have seen, I have to believe that literacy is primary at an early age. Yes, math is important, but without those reading and writing skills, students will struggle all around, with math too. The weak math student can be a good reader, heck, that basically sums me up, I've learned the math that I need to know (which is increasing now that I'm pushing myself into the upper realms of my own education), but it never came naturally to me.
So there's my side of things, which in part explains why this blog exists. I work in a department (grade level) that has four teachers. I teach one of the general ed classrooms, along with two other teachers, and we also have a bilingual teacher that has a dual language classroom. My general education counterparts are both very new to the elementary classroom, one just completed their first year of teaching, and the other their first year at the elementary level.
It was very encouraging, what I saw from the new teacher. This person underwent a similar undergraduate education that I did, although at a different university. This person understands student choice, critical thinking through authentic literacy, and the importance of teacher read aloud, student read aloud, and silent reading all taken together.
The other teacher, the one with prior experience, but none at elementary, showcases a problem to me. This teacher went to college around 15 years ago, and teaches basically from textbooks all day every day. In fact, I gave this teacher each and every one of my reading textbooks, because I stay as far away as I possibly can from them. Textbooks symbolize a crutch to me in many ways. The material is there, just follow it, and you'll be fine.
That may largely be true, but are you truly doing your students justice by following a basal series? It was quite obvious that in the case of this teacher, no. Not only did various diagnostic data show much slower growth from that class as compared to mine, it was severely low in comparison, and I had the group of 'lower' readers.
I think I could go on for hours here, because I'm very passionate about what I do and have spoken out against the practices of my colleague and others who also teach this way. It's cheapening to the profession, if we wanted everyone to teach from textbooks, we could just hire some schmo from off the street and tell them to follow the script. I'm going to stop now, and just be happy that I got this out there.
