Before I read the last chapter, I thought to myself, "You must have to marry a rich man and be a brilliant writer to be successful at teaching writing workshop."
I don't consider myself to be much of a writer, but in the things that I do find myself writing, they certainly do not compare to Ray's work. Even Ray's drafts read much like a published author... and then I laughingly thought, "Oh, she is a published author." I don't believe that I'll ever be a published author, nor do I really aspire to be, but it also brings me to the fact that not all successful authors sound like Ray. I know plenty of writers who write much in the way that they speak (which is what most of my writing looks like.) In addition, I read in the final chapter that "showing and telling" does not have to necessarily include your own work (thank God), although it is recommended as an option. So, a few valuable things from this: you don't necessarily have to be a genius to run writer's workshop and not all writers have the same writing style.
But to go back to the "marrying a rich man" thing, the "building your knowledge base" section of chapter 10 frightened me a bit. The sheer thought of taking more courses, joining more organizations, and buying more books made me quiver in my penniless pockets. I know that when I do have a teaching job, most of my money will be going to the essentials: house, car, insurance, student loan payments, and food. In this backwards economy, how do teachers with bachelor's degrees afford to further what they know?
I also found it humorous that writing workshop requires a teacher centered lesson. From day 1 in my education courses, you hear, "Teaching centered instruction is a thing of yesteryear! Student centered is the only way to go." I have always questioned this because there are just some things in the curriculum that require a "this is what it is and this is how it works" lesson. It is refreshing that something during the school day can be quite cut and dry.
Sunday, January 30, 2011
Saturday, January 29, 2011
EDEC- Day 3 / Day 4
Reason for late post: Dad's surgery + school + work + social life + other necessary "life" activities such as eating and sleeping. In other words, Thursday and Friday night I passed out before I could even think about blogging! At any rate, I'm going to try my best to piece together what happened at elementary school this week.
Thursday-
Thursday-
- Asked Ms. Ellett if there was any way I could get a pass to open the door because the door is still locked when I get there. In doing so, I has hoping that one of two things would happen: 1) She would find a way to get me a pass so I don't have to freeze until someone comes to the door. 2) She would tell me, "Oh, I'm sorry. Why don't you come in at 7:15?" I got this reply instead, "Just come around the back and knock... I'll let you in." Crap. That did not go as planned. I know that I'm having a bad attitude, but 7 a.m. seems to be getting earlier and earlier as I go along. Maybe it was just a bad combination of things this week.
- Looked at Ms. Ellett's rules and consequences. Rules: F.R.O.G.S. F- Follow directions, R- Respect yourself and others, O- Observe personal body space, G- Give it your best, and S- Show responsibility. The consequences were in the form of a behavior chart. Colored lily pads represented different stops on the chart. The sequence of tiers (from best to worst) was as follows: super job(blue), great job(orange), good job(green), timeout(yellow), timeout and note home(red). From what I have noticed, it takes a lot of misbehavior for a child to get to timeout. Ms. Ellett and the para, Ms. Gray, give the students numerous chances to correct their behavior. There seems to be more focus on rewarding good behavior with moving their name up to great or super job. At the end of the day, the students go to Ms. Gray, and are handed their agenda. The student must color the color of the lily pad they are on into their agenda. If there was any misbehavior throughout the day it is discussed with Ms. Gray. If the student ends on blue (super job), then they get to move a marble into the marble jar. When the jar is full, the entire class is awarded lunch and a movie in the classroom.
- I haven't really figured out if Ms. Ellett's behavior system works well.
- Had my first read aloud experience in the classroom... just wished that I could have picked another book. Anansi and the Moss-Covered Rock was a little dry.
- Funny thing that happened- A student was telling Ms. Ellett that his mom was reading books on how to be a better mom, just like Ms. Ellett was reading books on how to be a better teacher. Another child stood up and announced, "My mama needs one of them books. She is a mean mama."
Friday-
- When I got to school at 7 a.m., I remembered that Ms. Ellett had to go to professional development, so we were going to have a substitute. I was worried because in my former mentor teacher's room me and my partner ended up doing everything while the sub sat on her butt all day eating Cheetos. No judgement, but I think if you're paid to do a job, you should do it. Anyway, the sub came in, started to establish some control over the class, and began to implement the plans... boy, was I relieved.
- Got to do the read aloud again... I'm quite bored of that story! I wonder if in kindergarten it is normal to read the same story all week long?
- Counselor came in to do a session on teamwork. At the end of a story and discussion, the kids got to play "blanket ball." It was nice to see them smiling and giggling. Sometimes I feel like kindergartners have so much work to do!
- About 15 minutes before writing time was over, the sub was considering keeping the students in from recess to finish their work. I told her (in a much lighter way than as follows) that if she wanted to keep her sanity, that she would take them outside. I was proud that I stood up for the kids and made a decision based on what I knew about them. She changed her mind.
- After recess, I had to leave due to Dad being discharged from the hospital much earlier than he/we had expected. The kids begged for me to stay and almost mauled me over with their hugs. They are truly precious!
Monday, January 24, 2011
LLED- First chunk of readings
I want to be a fourth grade teacher and I can clearly see how writing workshop can function in an older classroom. What I am having trouble seeing, however, is how writing workshop is supposed to look for Kindergarten and the other beginning grades. As I read chapter 2, I mentally checked off whether the writing that takes place in my classroom fits the book's standards for writing workshop. It was something like this:
1) Choices about content: No. As far as I've seen (and I've only seen a day) writing is on a specific prompt, but there is wiggle room within the prompt. (An example in class was to write 4 factual sentences about themselves.)
2) Time for writing: Yes. Students had around 30 minutes to complete their work and it seemed that this specific amount of time was cut-out in the schedule just for writing.
3) Teaching: Sort of. There was a talk before the writing took place about what a fact was and a reminder about what a complete sentence was. There was also a checklist for the student to go over before they handed in their work. However, there was no talk about any kind of strategy, technique, or even a published example.
4) Talking: Sort of. It was not quiet and it was not supposed to be. The students were not to talk to each other though, only to a teacher. Students did not share their work or share ideas to get started.
5) Periods of focused study: It's hard to tell. I haven't been in this classroom long enough.
6) Publication and rituals: Sort of. There were publication and volume deadlines but they were within the period. The assigned work was to be done by the end of writing time.
7) High expectations and safety: Yes. Each student was encouraged to do their best work. Not writing was not an option.
8) Structured management: No. The only structure in place was for students to sit in their seats, and work in relative quiet until the piece was finished or until time elapsed.
So, does my class have a writing workshop? I think not. I do not believe that you have to meet every single one of the requirements perfectly to qualify, but my answers seem far flung from what is acceptable. It seems more like writing is done solely for the purposes of integrating and assessing other topics in my classroom. I think it would be interesting to see if the students thought of themselves as writers or even knew how they would write best. I saw a bit of this during writing time. Each student at the table that I was helping had their own way of doing things. Some would begin by drawing a picture, others by talking aloud to themselves, and the rest simply by writing and erasing. I wonder if the kids are cognizant of their qualities?
As I read chapters 4, I asked myself, "Have I seen this? Does my classroom carry a certain tone during writing time?" I think overall my classroom has a tone of friendship, caring, fear, and high standards. The students love each other and the teacher and parapro obviously care deeply for the students, but they also don't let the students get away with much. If rules are broken, consequences are given. The teacher is also explicit about her expectations from the beginning of the day to the end and holds students to a high, but not unachievable, standard.
1) Choices about content: No. As far as I've seen (and I've only seen a day) writing is on a specific prompt, but there is wiggle room within the prompt. (An example in class was to write 4 factual sentences about themselves.)
2) Time for writing: Yes. Students had around 30 minutes to complete their work and it seemed that this specific amount of time was cut-out in the schedule just for writing.
3) Teaching: Sort of. There was a talk before the writing took place about what a fact was and a reminder about what a complete sentence was. There was also a checklist for the student to go over before they handed in their work. However, there was no talk about any kind of strategy, technique, or even a published example.
4) Talking: Sort of. It was not quiet and it was not supposed to be. The students were not to talk to each other though, only to a teacher. Students did not share their work or share ideas to get started.
5) Periods of focused study: It's hard to tell. I haven't been in this classroom long enough.
6) Publication and rituals: Sort of. There were publication and volume deadlines but they were within the period. The assigned work was to be done by the end of writing time.
7) High expectations and safety: Yes. Each student was encouraged to do their best work. Not writing was not an option.
8) Structured management: No. The only structure in place was for students to sit in their seats, and work in relative quiet until the piece was finished or until time elapsed.
So, does my class have a writing workshop? I think not. I do not believe that you have to meet every single one of the requirements perfectly to qualify, but my answers seem far flung from what is acceptable. It seems more like writing is done solely for the purposes of integrating and assessing other topics in my classroom. I think it would be interesting to see if the students thought of themselves as writers or even knew how they would write best. I saw a bit of this during writing time. Each student at the table that I was helping had their own way of doing things. Some would begin by drawing a picture, others by talking aloud to themselves, and the rest simply by writing and erasing. I wonder if the kids are cognizant of their qualities?
As I read chapters 4, I asked myself, "Have I seen this? Does my classroom carry a certain tone during writing time?" I think overall my classroom has a tone of friendship, caring, fear, and high standards. The students love each other and the teacher and parapro obviously care deeply for the students, but they also don't let the students get away with much. If rules are broken, consequences are given. The teacher is also explicit about her expectations from the beginning of the day to the end and holds students to a high, but not unachievable, standard.
Sunday, January 23, 2011
EDEC- Day 2
First, I'm warning you... I'm going to complain. Friday was absolutely exhausting! My teacher asked me to arrive at 7 a.m. The following strain of thoughts went through my head at that moment: "Ok... 7 a.m. Could be 6 a.m. Geeze, this lady is going to be intense. Ok, now breakfast takes around 10 minutes, followed by my shower, makeup, hair routine which takes around 25 minutes. Ok, remember to leave at least another 10 minutes for snoozing and for walking around in that initial haze. SHUT THE FRONT DOOR... I have to be up at 5:45!" I understand that in "real life" I will have to wake up early and be alert... but waking at up at 5:45 sure is difficult when you aren't getting paid for it! (It is also difficult to have a social and work life within these time constraints!)
When I got to the school at 7 a.m., it wasn't THAT bad. Sure, I could have used an extra cup of coffee (or an I.V. of it), but I made it through the day only thinking once of where I could sneak off to take a nap.
Of course it ended up being another activity-packed day. The students celebrated the 100th day a little early (they were off-date because of the snow) with a rotation to each kindergarten teacher's room. In the first class they did 100 different exercises and took a trip down the hall to see how far 100 steps would take them. In the next class, they did a color-by-number picture using the numbers up to 100. By this time, the students were getting very antsy, so we took a 15 minute restroom break. In the third room, the kids got to do centers that involved 100 pieces. Legos, connector blocks, puzzles, and click-cubes were used, but the puzzles and legos were the favored centers. We finally rotated back into our own classroom where the students made 100th day hats. What was neat about the day for me was that I got to lead them to each activity alone because the parapro was absent. I think this helped to further establish myself as an authority figure in their classroom.
The portion of the day that I just mentioned really relates to the required reading for this week. From going to the other teacher's rooms, I could see that each of the teachers were used to their own students. From what I can tell, my class is very good with listening and following directions. They sometimes blurt out and forget to raise their hands, but it is all because they are excited and want to know more. My classroom's set-up is one of love, community, and questioning, but the other classrooms were each different in their own ways. The first classroom we visited seemed to have a similar environment to ours. The teacher was a bit more active in her instruction, but invited students to ask questions and comment on the activity. The second classroom was very fast paced and not very nurturing. The teacher seemed cold and I had to ask her a few times to slow down because the students were having trouble (to no avail). The third classroom was nurturing, but it was a very "hands-off" environment. The students were only allowed to touch what they were playing with and questions were not encouraged. I understand from the reading that while the teachers did not work for my students, it does not mean they are ineffective teachers. They may simply have different students.
Well, I think I've rambled on enough! I just noticed that I've been blogging for about 45 minutes! It's time for pajamas, face wash, toothpaste, and a few pages of Dan Brown!
When I got to the school at 7 a.m., it wasn't THAT bad. Sure, I could have used an extra cup of coffee (or an I.V. of it), but I made it through the day only thinking once of where I could sneak off to take a nap.
Of course it ended up being another activity-packed day. The students celebrated the 100th day a little early (they were off-date because of the snow) with a rotation to each kindergarten teacher's room. In the first class they did 100 different exercises and took a trip down the hall to see how far 100 steps would take them. In the next class, they did a color-by-number picture using the numbers up to 100. By this time, the students were getting very antsy, so we took a 15 minute restroom break. In the third room, the kids got to do centers that involved 100 pieces. Legos, connector blocks, puzzles, and click-cubes were used, but the puzzles and legos were the favored centers. We finally rotated back into our own classroom where the students made 100th day hats. What was neat about the day for me was that I got to lead them to each activity alone because the parapro was absent. I think this helped to further establish myself as an authority figure in their classroom.
The portion of the day that I just mentioned really relates to the required reading for this week. From going to the other teacher's rooms, I could see that each of the teachers were used to their own students. From what I can tell, my class is very good with listening and following directions. They sometimes blurt out and forget to raise their hands, but it is all because they are excited and want to know more. My classroom's set-up is one of love, community, and questioning, but the other classrooms were each different in their own ways. The first classroom we visited seemed to have a similar environment to ours. The teacher was a bit more active in her instruction, but invited students to ask questions and comment on the activity. The second classroom was very fast paced and not very nurturing. The teacher seemed cold and I had to ask her a few times to slow down because the students were having trouble (to no avail). The third classroom was nurturing, but it was a very "hands-off" environment. The students were only allowed to touch what they were playing with and questions were not encouraged. I understand from the reading that while the teachers did not work for my students, it does not mean they are ineffective teachers. They may simply have different students.
Well, I think I've rambled on enough! I just noticed that I've been blogging for about 45 minutes! It's time for pajamas, face wash, toothpaste, and a few pages of Dan Brown!
Thursday, January 20, 2011
EDEC- Day 1
The first day of Kindergarten was well, interesting to say the least. The things that the students say really crack me up. The best quote of the day came at lunch when one of the kids said, "Man, these burritos make me fart like crazy. Fart, fart, fart, fart, fart. Beans, beans, they're good for your heart. The more you eat 'em the more you fart!" I held in my laughter until I got into the teacher's lounge when I told Claire about it. It was definitely the pick-me-up I needed to get through the rest of the really, really, long day.
As far as classroom stuff, I got my own group to help for math and writing rotations and I was actually introduced to the class! (Quite refreshing from last semester!) I also had the joy of learning all of the classroom management techniques like "spoons in a bowl," "criss-cross-applesauce," and my favorite, "lips and hips." I noticed quite quickly that with Kindergarteners that it is all about repetition and routine!
Well, I just noticed it's 9 p.m. Only 8 hours and 15 minutes until it's up-and-at-'em.
As far as classroom stuff, I got my own group to help for math and writing rotations and I was actually introduced to the class! (Quite refreshing from last semester!) I also had the joy of learning all of the classroom management techniques like "spoons in a bowl," "criss-cross-applesauce," and my favorite, "lips and hips." I noticed quite quickly that with Kindergarteners that it is all about repetition and routine!
Well, I just noticed it's 9 p.m. Only 8 hours and 15 minutes until it's up-and-at-'em.
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