Three Things Thursday (17 Aug)

3things-thursday

Our students have been back in school for two weeks now.  For many other places, they are just going back (or getting ready to go back).  The beginning of school is a time of reflection.  This week’s three things I read worth sharing helped me be more reflective of my practice.

1. Risk-taking in the Writer’s Notebook by Lanny Ball

This is a beautifully written blog on our responsibilities as teachers to take risks in our own writing so that students take risk in their writing.  She talks about how taking risks is where learning happens.

The point here is, if you are a writing workshop teacher, a writer’s notebook is likely a structure you harness in your classroom.  And you likely build language around the value of this tool because you believe it to be instrumental in supporting student writing improvement.  This year, consider being a stand and a model for experimenting and risk-taking in the notebook.

2. Ten Ways to Ditch the Reading Log by Heather Marshall

What I love most about this blog post is that she not only suggests alternative (and authentic) ways to see what kids are reading,  but she also posts pictures and videos of student work.  This is someone who is really doing the work and sharing it with us!

When I read a book that I really enjoy, I want to share it with others. I do not show them my reading log and say, “Hey you should read this, it’s really good.” I want them to read it too, so that we can talk about it.  So I had to ask myself, “Why exactly do I assign students to record pages, titles, summaries, and minutes of reading on a worksheet?” I want them to read, but how is this table with parent signatures making them want to read?

3. The Most Important Thing by John Spence

This is a short TEDTalk.  While he talks about finding success in college and in life, I think there are many implications for finding success as teachers.  We have to be aware and intentional in the choices we make in our professional life as well as our personal life.  And our choices should be focused on honing our craft so we can be the best teachers possible for our students.

The single most important things I’ve learned … you become what you focus on and you become like the people you spend time with.

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Three Things Thursday

3things-thursdayHere are three things I read this week that moved me, challenged me, and encouraged me.  I hope they do the same for you.

 

1. Information Writing that is NOT the “Research Paper” by Allison Marchetti and Rebekah O’Dell

From the authors of Writing with Mentors comes a powerful post on writing and research and our students.  Not only is this post challenging, but they also provide a wealth of resources to help!

Not only do we limit our students’ understanding of research when we limit students’ information-writing experiences to the extensive, academic writing assignment described above; we completely dumb down their understanding of the complex, multifaceted world of information writing.

2.  The Importance of Doing Laundry:  Maintenance Matters by Kate Roberts

Thank you, Amy Fouse, for sending me this post.  I love the new and the innovative, but Kate is absolutely right.  We must celebrate the maintenance because that is where most of the real work is happening.

I would argue we do not spend enough time talking about and celebrating the labor of teachers – all the maintenance it takes to get great and innovative ideas up off of the ground and into the world. And we do not spend enough time helping each other to find sustainable ways to practice that maintenance and keep it going.

3.  Open Conferring Notes (Or:  How a Case of Mild Hypochondria Helped My Teaching) by Katy Wischow

I’ve had the honor of being in Katy’s class twice — once at a Teacher’s College Institute and once at Homegrown.  Reading this blog post makes me feel like I’m right back there with her.  Katy’s reflective (and humorous) voice gets to the heart of why we need conferring notes and why we should share them with students.

But what if we started to think of conference notes not as teacher tools, but as teacher-and-student tools? What if we changed the purpose and intention and power of conferring and conferring notes? What if, in fact, we thought of them not as a tool at all? What if we thought of conference notes as a structure or a routine, like gathering on the rug or keeping a writing notebook, something that creates time and space for something we value?

 

Three Things Thursday

3things-thursday

Here’s three things I read this week worth sharing.  Hope you are as challenged by them as I am.  Learning together, C

#1 The Work of Back to School by Chad Everett

So many wonderful things to say about this post.  I want to keep this post near me this year and continually ask the questions he poses, reminding us of the meaningful work that we do every day.  If you aren’t following Chad Everett on Twitter, you should.

Know this: your classroom does not have to look like it’s pulled from a Pinterest board to make you an effective teacher. You are enough. You don’t have to teach like a pirate, like a champion, or like your hair is on fire to be enough. You do have to commit to showing up for 180 days and doing the work—the work that is not always visible, the work you may never be recognized for doing, the work that is the foundation of all the other work.

#2  How to Deal with Student Grammar Errors by Jennifer Gonzalez 

This is forever the question of most ELA teachers.  I love Jennifer’s transparency, honesty, research, resources, and applicable tips.  This is the place to start for thinking through grammar instruction in our classrooms this year.

…here’s the most important thing any teacher of English language arts should take away from this post: Grammar taught in isolation, outside the context of meaningful writing, has been found to have no significant impact on the quality of student writing; in fact, excessive drills can have a detrimental impact on it.

#3 How Do You Know which Books to Purchase?  A Few Tips to Help Build A Better Classroom Library by Pernille Ripp

You don’t have to be around me long before I’ve probably suggested a post from Pernille Ripp’s blog.  I just love her!  In this post, she gives suggestions on how to make your classroom library a place where students want to go to check out books.  With limited (or no) budgets, we need to make smart choices about what books we are investing in.

4 years ago I realized that while our library was full, it was not great.  It was not something the students could use.  It was not something they wanted to use.  So I embarked on a journey to get better books in the hands of my students.  I found a better way to spend the precious money we have to get books for our libraries.  And it worked.  Slowly, our library has grown to now encompass more than 2,000 books.  Books that the students want to read.  Books that are worn out from use and not from age.

Three Things Thursday

three-things-thursdayI’m a big fan of reading for pleasure.  And while I think that is incredibly important for everyone, I also believe we need to read to grow and to be challenged in our profession.  As educators we influence the lives that sit in our classrooms.   It is our responsibility to make sure that influence is positive.

We’re also busy.

Hence, the idea for Three Things Thursday.  I’m putting in one place three things I’ve read during the week I thought were worth sharing and, hopefully, worth taking a few moments to read.  To make us better.  Together.

#1: The Heinemann Podcast: Cornelius Minor on Building Your Teacher Team

So designing the time requires great sacrifice. So the first thing you’re doing as a team after you’ve identified your superpowers, is you’re actually making a sacrifice together that we’re gonna commit to a specified amount of time together, and here’s how that time is gonna go.

I’m a huge fan of Cornelius Minor.  I highly recommend listening to all his podcasts, following him on Twitter, reading his blog, and generally stalking him.  No shame here.  This particular podcast struck me as super important as professional learning communities are back in the educational spotlight.  The best teams I’ve ever seen are the ones who like each other, do life with each other, and support each other in the work in honest ways.

#2: Promoting the Pleasures of Reading: Why It Matters to Kids and to Country by Jeff Wilhelm

Pleasure reading is more powerful than parents’ educational attainment or socioeconomic status. This means that pleasure reading is THE way to address social inequalities in terms of actualizing our students’ full potential and overcoming barriers to satisfying and successful lives.

Many of us are champions of choice reading and pleasure reading.  This blog post helps us articulate the research showing the power of what we know is right for kids.  It also helps us think about how to be more intentional in our teaching using pleasure reading.

#3:  How to Teach a Young Introvert:  interviews Susan Cain

…the idea is just to maximize choice.  … The same kid who might not raise their hand in class might write something really interesting into some kind of classroom app or blog.

As I read this, I thought how many of the idea Cain discusses, such as working in partnerships, are very much a part of the reading and writing workshop model.  It also made me think about the quiet kids who were in my class and wonder if I provided enough option in my class to meet their needs.

Recap of GCTE in Tweets

IMG_9156.JPGThis weekend I got to spend time with some fabulous Georgia educators at the Georgia Council of Teachers of English conference at gorgeous Lake Lanier. Learning with a community of passionate educators is inspiring and revitalizing!

As our conference was ending, the Dublin Literacy (#dublit) conference was beginning. Kylene Beers, one of the keynote speakers, started with praising Twitter as one of the best free professional developments out there. I know this because I saw it on Twitter.

So in that spirit, I’m recapping GCTE with my top ten tweets and the top ten tweets of other attendees.   I hope you find some inspiration as well as something that makes you reflect and question.  And maybe you’ll find some innovative educators to join in the Twitter community as I have.

Tweets are in no particular order.  You can view more by searching #gcte16.

My Top 10 Tweets from #GCTE16

  1.  Celebrate diverse authors bc they write from rich tradition & provide uniqueness to landscape of Am lit – not just bc of the “month” #gcte16
  2.  Diversity does NOT mean a diverse character used for “decoration” in story. Look for complex, central diverse characters-Dr Flowers #gcte16
  3.  Find what’s alive on the page. That’s what you keep. Dr. Judson Mitcham, GA Poet Laureate #gcte16IMG_9159
  4.  I can’t wait to tell my Ss that the GA Poet Laureate has been working on a poem for over a year! #gcte16
  5. Students can’t develop style, voice, or craft if the only writing they do is a major paper once every 6 weeks. @cwatersELA #gcte16
  6. Change in education can’t happen w/o Ts in the classroom. No ivory tower posses this power, only Ts have that power. @cwatersELA #gcte16
  7. By focusing on writing, Ss will have to read for deeper understand bc u can’t write on it unless you’ve read it deeply. @cwatersELA #gcte16
  8. Use film as an intro to teach Ss to ask why the author/director does what s/he does? w @spruillschool #purposeful #authorscraft #gcte16
  9. Film in class is text and should be purposeful. @spruillschool #gcte16
  10. If we don’t teach Ss to critical evaluate visual literacy, we are doing them a disservice. -Kyle Jones #gcte16

 

Top 10 Tweets from Awesome Attendees of #GCTE16

  1.  Dr. Sylvia Spruill ‏@spruillschool:  “Poetry Props” w/@susanclaireb “It’s ok to walk away from a poem with questions.” She encourages us not to kill poetry for our Ss! #gcte16
  2. Dr. Sylvia Spruill ‏@spruillschool:  “We can’t ask students to leave who they are at the door. If we do, we’ve lost the battle.” Powerful reminders @GCTEnglish conf! #gcte16
  3. Dr. Sylvia Spruill ‏@spruillschool:  “All language is anchored in a moment.” – Darren Crovitz #gcte16
  4. Julie Rucker ‏@jrucker8:  Poetry reading is a performance… Provoking a desire in listener to experience the poem in silence, on the page–Judson Mitcham #gcte16
  5. Julie Rucker ‏@jrucker8:  What is important is that somehow, writing can be learned.–Judson Mitcham @GCTEnglish #gcte16IMG_9169.JPG
  6. Julie Rucker ‏@jrucker8:  “English teachers, you are necessary, you are valuable, you are doing vital work!” Judson Mitcham GA poet @GCTEnglish #gcte16 @ncte
  7. Steven Landry ‏@horsesandwhales:  “Remixing is writing. Writing helps students share the silence of their voice.” – Ana Martinez @GCTEnglish #gcte16
  8. Krista ‏@englishkunkle:  #gcte16 @ncte Addressing needed skills will spark a fire students didn’t know they possessed.
  9. Susan Barber ‏@susanclaireb:  Sometimes you have to do what’s wrong if it’s what’s right for students @ncte #SusanHouser #gcte16 #studentsbeforepolicy
  10. Marla ‏@MarlaDelores:  When teachers give each other supp help &love they grow in their ability to change not only the lives of students, but their own too #gcte16

Bonus Read:  YOU MUST READ THIS POST!  Jennifer Serravallo totally nails it with her powerful post, Supporting Independent Readers and Independent Reading.  She challenges us while providing practices to support readers with independent reading time.  YES to everything in this post!

Please, please, please. Enough with the multiple choice quizzes. There are other ways to check in with readers in ways that holds them accountable while also supporting** them and making them more excited about reading. Instead of outsourcing this to a computer program, teachers can regard independent reading time as instructional time. -J. Serravallo