Bonita - You've put into words what I try (very ineffectively) to voice. And, I can appreciate all the questions and concerns that come with this type of thinking. Just three days ago, I sat with a first grade colleague and my principal (we're doing To Understand as a book club) to discuss chapter 4. And one of the very things I commented on echoes what you say at the bottom of your e-mail - am I doing my students any favor by molding my instruction of reading and writing workshop and creating a physical layout in my classroom that welcomes intimacy, sharing, relaxation, taking a risk, feeling important, and respecting others when I know very well that the following year may bring a different environment. (I'm not suggesting for a moment that the other teachers are uncaring or ineffective - many of them just don't feel the same way that I do.) I don't know if there is an answer except to say that if I taught the way many other teacher do, I probably would have left the profe ssion years ago. Whether I am right or wrong, my desire to reflect my philosophy of teaching through the way my room is set up to the way I learn with my students is what keeps me fired up and excited to go to work each morning. So, I guess it doesn't matter what the answer is - I'm not planning on changing any time soon, and if my kids get only one year in a different academic environment, then hopefully they will take some of the positive things of that year with them. I used to think that I could impact other teachers through some of the things I would try and/or share. Some of my colleagues were excited and we still continue to learn and grow. It's the section that feels comfortable with things as they have been forever that break down the full evolution - or should I say 'revolution'.
Linda -------------- Original message -------------- From: <[EMAIL PROTECTED]> > Hi all, > > I LOVE this book, but there is a problem with it. I wonder if others are > having > the same problem I am experiencing (I notice the list is rather quiet). My > problem is this: the book is thick. I don't mean dense, really, although > maybe > I do. What I thought/think I mean is that there is so much to talk about > every > time I read, I have no idea what to post to this list. I am afraid of writing > a novel for each posting! > > Here are just a few of the text/learning connections that are happening for > me: > Eye to Eye, Smart Art, Kaplan's Gate icons, Flow, and To Punish With Rewards. > Each of these other texts has been huge in my life, and Keene is tying them > all > together and making my brain buzz. (And those are just a few that have come > up.) > I think about room environment (gosh, with 35 big fifth graders it is hard to > comfortably find that gathering spot to talk and read); using art to push > comprehension (I didn't realize how much I was doing that when I used Smart > Art--Keene's ideas will help me to better focus that energy); Gate icons (we > certainly see how using these icons with ALL children shows the magnificent > thinking some of our lowest readers are doing--we also see how the > icons--like > the strategies--can end up being used in a thin manner, not really aiming for > understanding--so Keene's ideas have me rethinking my use of GATE > techniques); > Flow was an all time favorite book (I feel like Keene is saying that when we > focus on the real deal-understanding--and we come to grips with what that > feels > like, sounds like, is...the students will be in flow--that is the fervent fun > of > understanding); Alfie (rewards) always annoyed me with his rather uppity > voice, > but his ideas about rewards have held true in my environments (and here is > Keene, reinforcing the direct nature of how external motivation kills reading > interest). Sorry about that long run-on, but you can see To Understand is > stirring up fountains for me. > > Okay, outside of all the text and learning connections I am making, I have > these > moments where I just need to TALK to someone, and I know this list is the > perfect place, but I do not know if others are experiencing this book like I > am. > > So I have decided to just pick one thing per chapter--or my chatter will be > too > loud for my list friends to hear anything I am thinking. > > So, Chapter four: "The skill and Drill approach has been around for decades, > and, in my view, what we have in many schools is a whole lot of disengaged > kids > slogging through the essential skills in the right order, but who are > starving > intellectually." > > My response: "Go, Ellin!" I so agree with her thinking here. > > Then I read about all the lovely schools she is visiting where the > environment > and system is being set up to support real understanding, and I feel > frustrated > that I am not in one of those environments, and more importantly I feel > unsure > whether I am doing any favor to my children by changing the environment they > have before and after me. Here is what I mean... > > This year is a perfect example. These lovely children came into the fifth > grade: well-behaved, polite, do their work, bring all homework...but no deep > thinking--everything was on the surface. I would ask an open-ended question > and > hear the crickets in the wall. I would model reading and they would ask if > there > is a paper for them to do. If I gave them papers they worked great, but to > get > them to talk and think? Pursue an idea? PULLING TEETH. So I worked all year > on > it. It took about half the year to get them to enjoy the banter of thinking > aloud. So, the second half of the year I have had some fun with them. Now > during a science lesson they jump out of their seats with curiosity. Now, > during reading, they groan if they cannot choose their own material. They > have > opinions galore. Much more fun for me. But have I done them a favor? Next > year > they will return to a rather traditional approach of chairs face forward, > opinions to a minimum. Meanwhile, it took so long to get them where I like > them > (and not all the way--they still bring up rewards from time to time), I > wonder > if I would have done better to stay within the system they are in? Is one > year > enough? Maybe I am just a distraction to their K12 learning. > > Okay--there is my one thought for this chapter. > > :)Bonita > > _______________________________________________ > 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
