Laura Isn't that an ongoing issue in our position? We know that the learning is more powerful when it is self directed, but so often people would just like us to hand it to them in a premade package. "Just tell me what to do and I'll do it!" Of course, teachers ARE immensely busy. It helps, I think, that we both come from the classroom and know what it is like.
So here we are as "literacy leaders" (the title for reading specialists in our district) hovering between being the 'expert' and the 'facilitator'. There is always the question of balance in my mind...when is the teacher's learning important enough to make the teacher think through it herself so she can 'own it' (and how do we support that..and when is it appropriate to just be the "knowledgeable other" and hand over a suggestion or an idea. Great discussion... Jennifer Palmer Reading Specialist, National Board Certified Teacher FLES- Lead the discovery, Live the learning, Love the adventure. Reading furnishes the mind only with the materials of knowledge. It is thinking that makes what we read ours. -John Locke From: Hocker, Laura Sent: Wed 4/2/2008 10:25 AM To: Special Chat List for "To Understand: New Horizons in Reading Comprehension" Subject: Re: [Understand] backing up to Chapter 1 Kendra - When I became a Literacy Leader 5 years ago, I did it because I felt I could help teachers better in that position rather than staying in the classroom. I was teaching 4th grade and other teachers would come to me and ask what I was doing because they always saw my kids walking around with books - coming and going to the library, going to lunch, outside at recess. I had established the Reading Workshop model in my classroom and the results were evident to everyone - my kids read and read and read. And they talked about what they were reading. We had adopted an anthology series and were encouraged to use it "with fidelity" but we were also encouraged to facilitate "grand conversations" with our students. Our Language Arts supervisors visited all our schools one year and they loved what they saw in my classroom - I was using the anthology and using "best practices" - independent reading with readers' notebooks, lit circles, conferencing, etc. Sometimes I think I was a better mentor when I was in the classroom and was actually teaching others by example (teachers wanted to do what I was doing, not do what I was telling them to do). Just wanted to share some of the frustration you can feel being in this position. Being a literate person is a double-edged sword - as a Literacy Leader I feel it's my obligation to be well read in our field (it's something I do willingly and love it) because teachers expect me to be an expert. I feel good when a teacher asks me for information or advice and I can give it to them. Many times I suggest some reading - I really do expect teachers to take ownership of their own professional development - or lend a teacher a book that will give them the information they need. That's when I feel like they resent my intellectual life. And I DO understand how bogged down teachers are with everything. I am really enjoying reading this book and reading everyone's posts. I am hoping to get a professional literature circle going using this book next year. I had some success a few years ago reading with teachers - in fact one of books was Mosaic of Thought! Laura Hocker Literacy Leader Darlington Elementary School Maryland From: Kendra Carroll Sent: Tue 4/1/2008 9:30 PM To: Special Chat List for To Understand: New Horizons in Reading Comprehension Subject: Re: [Understand] backing up to Chapter 1 This conversation is right for me at this time. It means so much for me to finally hear these things being said. I feel like you Melissa. I have often wanted to ask this group- Where can I go where I will not be in the minority. At times, I feel willing to move my family to find a school where i can witness this type of teaching taking place. I am considering a teaching coach (curriculum facilitator) position for next year but then wonder if I am the right person for the job because I feel like a rebel. I also teach in a school where at least 5 out of 14 teachers feel the way we do. The bad part is that they are spread out through every grade level. If I pursue the new job, I probably wouldn't be so lucky to be in this situation. For those of you who are curriculum specialist, do you think your job is harder now or when you were in the classroom because of your beliefs. Also, Bev it's funny you mention the title of that paper. My assistant has told me for the past 4 years- just keep your door shut and teach:) Even though I don't post often, I thank each of you for being there and helping me to not give in to the pressure to give up or be status quo. Kendra _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
