Student-Owned Reading

This year I had the fortunate experience of working with two very different age groups with a common problem: reading. It is hard for many of us to fathom that perhaps students may squeak through our system lacking the fundamental skill of reading; however, the increasing percentage of college students forced to take remedial courses would suggest that this is so. In light of the formerly mentioned realities of the state of literacy, I have worked with the junior high principal to create something new.

In effort to truly assess the need, our focus was beyond grade-level and began with a top-down approach: college readiness. In order to be successful at college-level reading requirements, students must be able to critically analyze texts; scouring, highlighting, synthesizing. So far, in practice we (as a system) have tried unsuccessfully at imitating these skills with a steady stream of passage excerpts and worksheets. This program is meant to move away from imitation to realia.

Next year, students grades 6-8 will own 6 quality novels per year, that were thoroughly researched for content support and student interest. At the completion of their eighth grade year, students will have read through and own 18 quality books. Book ownership is essential in this process because it will support student buy-in and will allow them to highlight, dog-ear, and make marginal notes. Students will process their reading through discussion, graphic organizers, illustration, and writing. Book reports will be assigned at the conclusion of each book. Students will be taught to properly cite their book using APA format (the standard format for the soft sciences). The efficacy of the program will assessed through achievement score analysis and pre/post student reading interest inventories.

Book ownership and the reinforcement of basic reading skills almost seems too simple. We are hoping that it is really that easy; that basic. I will keep posting on the progress!

Manipulation and Unorthodox Practice

Sometimes I feel like my best practices as an educator revolve around the art of manipulation; some may call it reverse psychology. Unfortunately students don't usually come to me with a fondness or trust for teachers OR an intrinsic motivation to learn. Most of my day is spent delivering content in an irresistible and sometimes unorthodox way. A shameful example of this was a time when I was reinforcing the rules of integers. For multiplying/dividing integers- same signs = positive. An overzealous student quickly pointed out - "it's like homosexuals; same sex partners test positive for HIV!" I was stunned by the comment, not because it was inappropriate in nature, but because the student had demonstrated a deep connection between the stem word "homo" and the application of the word across content. In that moment, I was willing to accept this clearly risqué comment as it seemed to trigger light bulbs in other students' minds as well. In that moment, the student thought they had been victorious and succeeded at throwing a curve ball at sweet, gullible Mrs. Morgan, but I knew with certainty that the victory was actually shared. (I did speak privately with this student after class)

Some Kid

I doubt seriously that the students I work with and around spend much time planning their conversations with myself or other educators. Unlike us, they do not spend hours, days, weeks painstakingly planning each lesson, and carefully budgeting limited time allotments. That said, they come to us with sort of a ragamuffin/recklessness; carelessness of time; disconcerting of structure or agendas. When I first began teaching I would carefully hold the reigns of conversation-completely unwilling to let "some kid" dominate my classroom. As I have progressed in my profession, I have become keenly aware of the importance of operating on "some kid's" agenda.
Here are a few reasons:
1. Kids don't operate independently, so usually the thoughts, questions, defiance of "some kid" are shared by all kids;
2. Students empathize and gather facts horizontally rather than laterally - meaning they will learn better from the disruptions of "some kid";
3. By allowing "some kid" to express themselves, others will be encouraged to also;
4. When "some kid" learns that he/she has earned the respect and ear of their teacher, they will return it;
5. The respect and ear of "some kid" can spread my influence to all kids;
6. "some kid" has the chance to become "somebody".

Moral of the story - nothing I plan is more important than the audience I intend to teach to. In the end, I want this world to look and listen to the disruptions of these students and think... "some kid".

I Work with Kids

After being put through the wringer, my mind immediately went to the negative. Ugh...my job is hard!

I thought...

I work with kids. I work with tough kids. I work with tough, non-compliant kids. I work with tough, non-compliant kids who refuse to turn in homework. I work with tough, non-compliant kids who refuse to turn in homework but ace tests. I will teach them.

Reframe

I work with kids. I work with brave kids. I work with brave, skeptical kids. I work with brave, skeptical kids who reject the status quo. I work with brave, skeptical kids who reject the status quo, and are intelligent despite it. They will teach me.

I really could have stopped at I WORK WITH KIDS - it's really that simple.
Best,
Lindsay