|
|
Post by Veronica on Oct 22, 2015 16:29:45 GMT
Noreen, Haha! You were NOT sold on that colors worksheet. I guess I took it more about how as humans we share thinking processes. I don't know.  I guess if we end up with a 2nd grade classroom, things will look different. How could we apply what we've learned from Miller's book? For me, I think we will always have varying levels of readers in all our classes. That being the case, we should always encourage reading for fun and exploration even if some kids are not at the point where they can take on chapter books on their own. This is where I think if we know our students, their likes/dislikes, and their reading level, we would be able to expose them to great books. I suppose teacher read-alouds make the most sense. I think all ideas sound great in Miller's book but what does it really look like in a classroom? I'm not sure. That's the piece that's missing for me. Reading about it is one thing and putting it into practice and making it work is another. |
|
|
|
Post by Veronica on Oct 22, 2015 16:38:46 GMT
Monica,
Yes! Miller was definitely inspiring. I am reading again now for fun.
I liked your thought about showing students that even us as teachers are not perfect and we too may have difficulty with books. It's hard to trust someone that doesn't even seem human because the 'don't make any mistakes.'
Your question about teaching at a school that doesn't value independent reading makes me think too. If that's the case, how can we weave it in to our school day anyway? We know it's important so how do we get others on board? I guess we find out what's important to them. For example, what's the principal worried about if i spend too much time on independent reading? I assume the principal is worried students will perform poorly on state tests. If as teachers we are producing desired outcomes, then shouldn't we have the luxury of spending our instructional time as we see fit? (Ok, my comments sound much more confident than I really am. I really don't know what I would do if I got pushback from a principal or other teachers.)
|
|
|
|
Post by Paulina on Oct 22, 2015 18:02:11 GMT
I really enjoyed this book because I am a reader myself. I remember staying up late to keep reading and falling asleep reading books as a child, so I feel like I can definitely relate to the author. One of my biggest takeaways from this book is that we need to get our students reading as much as possible, however we can, and help them become lifelong readers willingly. There are countless benefits to reading; increased comprehension, vocabulary, writing skills, and just overall increased reading ability. But in order for these skills to develop, we also need to trust our students. We need to allow them to choose their own texts with our guidance and provide student-centered instruction. As adults who have had many years of formal education, we know first-hand how difficult it is to be engaged in and comprehend a text that we are not interested in. Why would we want that for our students? We are here to make a difference and help our students be successful, not to continue down the same traditional path if we know that it does not work for most. Lastly, I need to be able to show my students that I am also a reader, and that it took a lot of hard work and a lot of reading for me to get to where I am as a reader today. Building a trusting and relatable relationship with your students is important.
I liked that Donalyn Miller began the book discussing what she did, what she learned from it, and what she did to change her instruction and help her students. This is something she also brought up a couple of other times later on throughout the book. I think that as teachers, it is important for us to know that we will make mistakes and we will learn from them because we all want what is best for our students. It is okay for us to change our instruction if something we planned does not turn out the way we had hoped. For example, the author talked about how she had her students do book talks, but realized that they were taking up too much class time and removing the free-flowing dialogue that she wanted her students to have about their books. Therefore, she decided to have her students do book commercials instead. She learned that this was a much better alternative that still allowed her to formatively assess her students’ comprehension, and I think this is a great idea that I can see myself using someday. I also like the idea of using reading as an entrance activity. This is a great way to get students ready for class and quiet, but it also allows students to have extra reading time. After all, our goal is to get students reading as much as we can every chance we get.
From what we have read, the majority of schools and teachers do not follow Donalyn Miller’s model of reading instruction. If the author’s research as well as other new research proves that students are the most successful through this model, why has there not been more change with reading instruction in the classroom? It seems like it is really difficult to have a principal that is supportive of this model. My other concern is one that the author also discussed. After students leave my classroom, I have no control over how they receive reading instruction, and it seems like my efforts would be aimless if the students are just reverted right back to the traditional model of reading instruction. How do you help them continue their love for reading if that is the case? Additionally, I hope to teach primary grade level students, is there a version of this that can be used for that age group? I could see it being much more difficult and maybe not appropriate with younger students who have just learned to read.
|
|
|
|
Post by Regina Bartlett on Oct 22, 2015 20:22:12 GMT
The Book Whisperer was a great book! I highly recommend this book to any and all teachers. When I started the book I was immediately drawn in and had a hard time putting it down. The author Donalyn Miller was an amazing teacher who not only encouraged her students to read but taught them the true joy of reading. Throughout her book she would reference how she would encourage her students to select their own books that interested them. She would take students book recommendations, make recommendations, and really get her students feeling comfortable reading. Her passion was to have her students engaged in reading in books that most interested them. She found creative times for students to read (i.e. while standing in line), she found ways to really get through to struggling readers by not giving up on them (pilling others books she thought would interest them on their desks), she encouraged students to write and talk about their books (even creating book reviews), and always welcomed just about everyone and anyone to check out books from her enormous personal class library. She believed that by having students enjoy reading it would make them more likely to become lifelong readers. She explained that as students read they build their vocabulary, they grow as readers, and are able to become even better learners. From a teacher perspective she also gave great classroom advice. Her advice comes from years of experience and relatable reasoning about why certain things work and others don’t. I really think that this book is going to help me become a better teacher.
Big Take Away:
*Steal every free reading moment that you can. Teach students to always have a book close by so when the teacher has to step out and talk to someone they can pick up their books and read or when they are waiting in line for pictures they can use that time to read.
*Understand that there are many different kinds of readers- developing (readers that need encouragement to find a book that interests them and is at their reading level), dormant (readers that don’t think they are interested or like reading that also need help in finding the right book for them), and underground (readers that often hide their reading or sneak reading whenever possible).
*Be Honest with Students. Don’t hide the fact that you once didn’t like to read or that you skip over words you don’t know or even that you will abandon books if they don’t grab your attention. Students like to know you are human too and that reading is not a perfect art in which you have to finish every book you pick up. When students know they exhibit some of the traits you do then you become more relatable.
*Set High Reading Goals. Encouraging students to aim high for the number of books to read each year is only beneficial. If students don’t reach that number that you had aimed for you can still prove to them that they are doing well because you can compare it to the number of books they have read in the past or even how they have found the types of books that interest them.
*Have Students Communicate About Their Book Through Notebooks. It is a good idea to have students write about their thoughts about their books, the characters, or what is going on in their stories and then the teacher can respond back to them about the book. This is a great way for teachers to assess and ensure students are reading and comprehending the material and truly engaging in the book. DO NOT DO WORKSHEETS. Worksheets are overrated and make students hate reading. When you use them it make reading seem like a chore rather than fun thing to do.
*Don’t Do Whole Class Reading Books. Whole class reading books are not good for anyone. Developing readers have a hard time following along or even reading aloud, dormant readers zone out after they have read aloud thinking that they will not be called on again, and advanced readers read so far ahead that they often miss out on class conversations or do not know where the class is at if called on to read aloud. Plus there is not one book that works for all students that is able to reach each one of their reading and interest levels.
Implications:
I think that there are many techniques and advice that I will be taking from the book and this author. I think that in my classroom I will try to have the open library concept in my classroom. I want my students to feel free checking out books from my classroom and I want them to develop a passion for reading. I also want to have my students start their day with 30 minutes of free reading each morning. I think that this would be a great way to start the day. I also want to have my students take advantage of every free reading moment that they can (I think that this can be done through class procedures and rules). I also will not be leaning towards doing a whole class reading book but rather individual or group reading units/books (as long as administration does not require me to) because I do not think that whole class books are truly helpful or most beneficial for all students. Lastly, I will try to be more open about my past personal reading experiences with my students so that they feel like they can open up to me about theirs and we can develop a great reading partner/mentor ship.
Points I would Challenge or Question:
*How does one go about acquiring so many books so quickly? I know that Donalyn picks them up at swaps and garage sale for cheap but as a new teacher this seems like this would take a long time to get such a large library to meet so many different students reading interests and needs.
*How do you ensure that all students are really reading, besides checking out their notebooks? I know that some students fake read and how do you ensure that they are really truly reading and not just wasting class time?
*Is it really as easy as Donalyn Miller makes it seem? When I think of implementing this it seems easy when reading her book but in reality I am not sure how I could really make this happen and work so perfectly.
|
|
|
|
Post by Tracie on Oct 23, 2015 1:09:09 GMT
The Book Whisperer
Oct 22
Big Takeaways
Make time for reading in your classroom, as she said in the book, ‘choosing not to read is never an option.’ 2 hours is mentioned as time to make during the week for students to read, she is a 6th grade teacher. The goal was to create a lifelong reader, to help the student love reading, not just to read to take a test.
Create a Culture for reading, be the role model, be the Master Reader. She suggests to steal time for reading, for example, morning work, instead of giving endless worksheets, have them read. When waiting for a bus, have them read, interruptions in class, have them pull out a book. As she says “reading is what we do, always, everywhere, it becomes the heart of a class’s culture.” Make library time a big deal, make sure they learn how to use the library. Have plenty of books on hand in the classroom. Have a space for reading. They had a donated sofa in their class they named “Aunt Fanny”.
Student choice is key, another quote I like and agree with is “Readers without power to make their own choices are unmotivated.” Empower your students, and give them the responsibility to make their own reading choices. Within the choice she had book requirements within certain genres and amount of books to be read in each. The goal for the year was 40, they didn’t discuss what would happen if they didn’t reach the goal. She held high expectations for her students.
I like the way she described Teachers approach to reading. P. 109, I’m paraphrasing, one she labeled aesthetic stance to reading. Those who saw reading as an emotional and an intellectual journey. An inside out approach. The other she called a skills based approach. Those who see reading as a goal, not a gift, an outside in approach. More of a need to be able to read for school and life. Rather than a want, or a love of reading.
Implications for your instruction
I really liked this book, there are so many great ideas to carry forward to the classroom. Currently I am in a 2nd grade class in my Practicum. In the class the Cooperating Teacher has a Languages Arts block with rotations. There is 13 minutes of choice time daily, there is a lot of books in the room. She has a designated reading area with pillows and rugs. There are shelves and baskets of books for the students to choose. She also has a 13 minute block of guided reading, with a book of her choosing, and in 3 groups according to level.
Making time each day, every day for choice reading is manageable, whatever the amount of time, of course longer is better, but even 10-15 minutes a day is valuable and important.
I think the younger the grade the more important to encourage reading, and do what you can to create a love of reading in the child.
I like the suggestion of using reading as the go to for a time filler, as opposed to busy work, such as morning work.
Points you’d like to challenge/question
As new Teachers, we may not have the freedom or autonomy that this author had to structure her class around reading. There will most likely be programs to follow or other requirements we have to follow.
Another challenge is she mentioned one student who would only read one type of book, Science Fiction I believe. She kind of glossed over it, and I challenge that at some point, he will have to read and understand text that is not his choosing. It is important that students be challenged and expected to learn to read and comprehend all a variety of types of text.
|
|
|
|
Post by Kyle on Oct 23, 2015 2:41:03 GMT
Big Takeaways of Book Whisperer:
Rule one of Book Whisperer: Read.
Rule two of Book Whisperer: Read.
Rule three of Book Whisperer: Read.
But really though, the biggest thing about The Book Whisperer is that if students put in the time reading what they want to read in class, that love for reading will transfer to home. If I let my students choose what to read, then they will choose to read a book they like and are more motivated to do so. Instead of spending time giving students a classroom set of a single book to all read together and go over for hours on end with worksheets, an essay, and a written test to make sure they remember what Pip did on page 150, we can prepare students for standardized testing and to become lifetime readers by just loosening the reigns on their books.
Implications for teaching:
I will use this as an opportunity to promote literacy in my classroom through any means necessary. If there is a free five minutes, I want my students to ask me for time to read. I also have to then build up the library I've always wanted and let students borrow from this library all time.
Also, if students are reading, I want them to talk about what they're reading. I want to provide them a sounding board from which to spout the knowledge they gained from their books and give them freedom to talk with their peers about what they've read. Helping them build independence and setting the expectation high for the students quickly lets them feel like they're more in control of their education than ever before.
Points to challenge/question:
I'm wondering how she is able to teach students different literary elements when everyone is reading such vastly different books and if she is able to direct conversation with her students toward these elements. The author briefly mentioned teaching some reading strategies during the course of the year, with all the standards that students are expected to achieve, how can one direct instruction toward achieving these standards? I suppose the teacher can model what she has read and talk the students through a thinkaloud to show them how to identify figurative language.
I do appreciate the quotes at the end of the book stating more or less, "it just seems to simple to work." I suppose that's the beauty of what this teacher has done, just let the students read what they want and they're able to identify figurative language and plot. The teacher hasn't spend hundreds on a boxed Pearson curriculum. I would be curious to see the actual numbers of her students' test scores compared to other students in the district.
All in all, good book. I'll hold onto it and I look forward to trying this reading plan of "just read... anything" in my class.
|
|
|
|
Post by Kristen Dvorak on Oct 23, 2015 4:38:56 GMT
This book was really wonderful. The author's writing style made it both quick and fun to read. I love the way she writes so much - it's like I can hear her talking to me. She has really inspired me to find more creative ways to make sure that my students are "stealing time" to read as often as possible. I would highly recommend this book to any teacher: new, seasoned, content area, elementary, intermediate, middle school, high school - I could go on, but you get the picture.
Big Takeaways:
*Read, just read.
*Take any and all "wasted instructional time" and use it to encourage students to read independently. Students can be "trained" to read during interruptions, while waiting to do certain things, when they have finished their other assignments, when there are just a few minutes left in class, etc. etc.
*It is so important to model being a good reader to your students. When they see you reading and hear about your experiences with reading, they are so much more likely to engage in and enjoy reading themselves. It is equally important to share your struggles with the reading process. This lets students know that they are not alone and that you too have your difficulties when reading certain books. This makes you more real and approachable and it also encourages students to keep at it even when things get tough. At the same time, it lets them know that it is okay to stop reading a book if they are just not interested, not getting anywhere, or are just plain done with it. We do not have to finish every singe book we start.
*Build your classroom library not only with your own selections for reading, but be sure to include your students interests, opinions, and suggestions in your library. Always make sure there are so many choices of books to read that each individual student must be able to find a book that suits them.
*Talk with your students and respect them. Let them know that you are in this together and that you love reading, you struggle with reading, you use strategies, you know that they use strategies, you want to talk about what they are reading, you are interested in them and what they are reading.
Implications for Instruction:
*Set aside at least 10 minutes for students to read books of their choice independently. I only see students for 40-80 minutes a day and I would love to give them more time (maybe set aside a specific day for reading), but I think 10 minutes is an attainable goal and will improve their listening, speaking, reading, writing, literacy, and critical thinking skills so much that maybe I will end up setting aside even more time for independent reading.
*Nothing is set in stone - I can change things at any time. If I try something "wonderful" and it fails, that's okay (and it doesn't make me a horrible teacher). These are learning experiences and I can modify, remove, completely re-work, or do anything else I want with a lesson or with an activity to make sure that it is helping my students reach their academic goals.
*I need more books in my classroom library. I already knew this, but this book just reinforced the fact that I can and will never have too many books in my library. I should ask my students what they would like to read about or what their favorite books they have read are and use their answers to select more books for my classroom. This will increase their motivation to read independently and let them know that I respect them and their opinions and ideas.
*Teaching reading does not have to be strategy driven; it can be a more aesthetic process and this will actually increase student motivation when it comes to reading. Reading for pleasure is reading academically - they are not two separate things. It is important to validate student's choices when reading and construct activities in response to their reading that encourages the class's overall goals, but that is not a cookie cutter assignment for all of the students.
*When creating assessments, make them authentic and practical - they can be oral, written, drawn or whatever else demonstrates that the students are understanding the big ideas no matter what individual books they may be reading.
Points I would like to question/challenge:
*Where is the time in the day to do all of this? I love how easy she makes it sound, but I barely have enough time to accomplish my objectives as it is, how can I implement time to read independently and use this activity to accomplish my objectives instead?
*Can I really get every single student in my classroom interested in reading? I hope so and I will always have high expectations for my students, especially when it comes to reading, but I feel like there is always that one student...
*How do I get my administration to realize the importance of setting aside a chunk of time daily for independent, choice reading is important and will help students in the long run academically and increase their standardized test scores?
|
|
|
|
Post by Regina Bartlett on Oct 23, 2015 12:40:40 GMT
Paulina,
I completely agree with your point and the authors point of trying to help children to become lifelong readers WILLINGLY. I think that is the biggest part of this is that it is giving them options so they have choices and they see that reading is not just filling out worksheet and that they can actually connect to the reading and enjoy it. And I also like how you pointed out that we as teachers need to build trusting relationships with our students and let them know the truth about our own reading past/history. I know the author did a great job of explaining this and how she did this with her classes. I never would have thought of that idea but after her explanation it totally makes sense.
It seems like in your post you connected with a lot of the things from the book that I did. I know that most schools do not currently have this type of reading instruction but I wonder how open administration or the school would be to this idea. I love the idea but just am not sure that an administrator would let me do this (with being a new teacher). I think as a more experienced teacher they might be more opened to the idea. I am also concerned about being able to gather such a large library or even the room spacing to make such a library possible. I think of all of the different reading interests and levels and am not sure how big of a classroom library that would be. Then to think what if I was moved to another grade, which often happens, and then there would need to be a completely different set of books. I love the idea but am also concerned about what it really looks like.
|
|
|
|
Post by Regina Bartlett on Oct 23, 2015 12:51:53 GMT
Big Takeaways of Book Whisperer: Rule one of Book Whisperer: Read. Rule two of Book Whisperer: Read. Rule three of Book Whisperer: Read. But really though, the biggest thing about The Book Whisperer is that if students put in the time reading what they want to read in class, that love for reading will transfer to home. If I let my students choose what to read, then they will choose to read a book they like and are more motivated to do so. Instead of spending time giving students a classroom set of a single book to all read together and go over for hours on end with worksheets, an essay, and a written test to make sure they remember what Pip did on page 150, we can prepare students for standardized testing and to become lifetime readers by just loosening the reigns on their books. Implications for teaching: I will use this as an opportunity to promote literacy in my classroom through any means necessary. If there is a free five minutes, I want my students to ask me for time to read. I also have to then build up the library I've always wanted and let students borrow from this library all time. Also, if students are reading, I want them to talk about what they're reading. I want to provide them a sounding board from which to spout the knowledge they gained from their books and give them freedom to talk with their peers about what they've read. Helping them build independence and setting the expectation high for the students quickly lets them feel like they're more in control of their education than ever before. Points to challenge/question: I'm wondering how she is able to teach students different literary elements when everyone is reading such vastly different books and if she is able to direct conversation with her students toward these elements. The author briefly mentioned teaching some reading strategies during the course of the year, with all the standards that students are expected to achieve, how can one direct instruction toward achieving these standards? I suppose the teacher can model what she has read and talk the students through a thinkaloud to show them how to identify figurative language. I do appreciate the quotes at the end of the book stating more or less, "it just seems to simple to work." I suppose that's the beauty of what this teacher has done, just let the students read what they want and they're able to identify figurative language and plot. The teacher hasn't spend hundreds on a boxed Pearson curriculum. I would be curious to see the actual numbers of her students' test scores compared to other students in the district. All in all, good book. I'll hold onto it and I look forward to trying this reading plan of "just read... anything" in my class. Kyle, I like your big takeaways. It literally is read, read, read and having students find joy in doing this. I like how the author provided in class time for reading and then that encouraged out of class reading because students were draw into the books and wanted to read. I think that that is every teachers dream. I also love the idea of putting it completely in the hands of the students. I think it might seem difficult as a teacher to do this and keep up with journals but students will get so much more from it. One part that I was confused by was whether the teacher should be modeling reading for students. In our classes it seems like teachers should be modeling reading and reading in front of students but in this book the author seems to spend the student reading time talking with students about books they could choose or reading their journals. What are some of your thoughts on this. With this type of reading instruction should the teacher be modeling or helping students? I am torn. I feel like what she is doing is working perfectly but it is different then what we have been taught. Implications for teaching: I will use this as an opportunity to promote literacy in my classroom through any means necessary. If there is a free five minutes, I want my students to ask me for time to read. I also have to then build up the library I've always wanted and let students borrow from this library all time. Also, if students are reading, I want them to talk about what they're reading. I want to provide them a sounding board from which to spout the knowledge they gained from their books and give them freedom to talk with their peers about what they've read. Helping them build independence and setting the expectation high for the students quickly lets them feel like they're more in control of their education than ever before. Points to challenge/question: I'm wondering how she is able to teach students different literary elements when everyone is reading such vastly different books and if she is able to direct conversation with her students toward these elements. The author briefly mentioned teaching some reading strategies during the course of the year, with all the standards that students are expected to achieve, how can one direct instruction toward achieving these standards? I suppose the teacher can model what she has read and talk the students through a thinkaloud to show them how to identify figurative language. I do appreciate the quotes at the end of the book stating more or less, "it just seems to simple to work." I suppose that's the beauty of what this teacher has done, just let the students read what they want and they're able to identify figurative language and plot. The teacher hasn't spend hundreds on a boxed Pearson curriculum. I would be curious to see the actual numbers of her students' test scores compared to other students in the district. All in all, good book. I'll hold onto it and I look forward to trying this reading plan of "just read... anything" in my class. |
|
|
|
Post by Regina Bartlett on Oct 23, 2015 12:58:59 GMT
Noreen, Haha! You were NOT sold on that colors worksheet. I guess I took it more about how as humans we share thinking processes. I don't know. I guess if we end up with a 2nd grade classroom, things will look different. How could we apply what we've learned from Miller's book? For me, I think we will always have varying levels of readers in all our classes. That being the case, we should always encourage reading for fun and exploration even if some kids are not at the point where they can take on chapter books on their own. This is where I think if we know our students, their likes/dislikes, and their reading level, we would be able to expose them to great books. I suppose teacher read-alouds make the most sense. I think all ideas sound great in Miller's book but what does it really look like in a classroom? I'm not sure. That's the piece that's missing for me. Reading about it is one thing and putting it into practice and making it work is another. Veronica,
Great points. I also have the same question as you...What does this actually looks like in the classroom. The author talks about her classroom as over flowing with books stacked high with rows of book tubs. I remember in the book it saying she had so many book that she even had some stored in a closet across the hall. I just don't know how to get that many books and then have them available to students on top of all of the other classroom stuff needed. I know the author also said that she had literally nothing on the walls and that it was basically book,s but how is that helpful for other subject areas or visual learners. I love her ideas but am so confused about what this actually looks like.
|
|
|
|
Post by Monica on Oct 23, 2015 22:13:51 GMT
Kristin,
You make a good point about having the time in your classes for the students to actually read. Especially if the classes are less than 90 minute periods? Wouldn't it be nice if schools make it a priority in the morning for all classes to have "self read". For example, students start "school" at 8:15, but classes don't actually start until 8:30/8:45?? But as you also mentioned, how do we get administration on board? It all depends. It seems like schools are slowly making the shift to the importance of reading and allowing students to read, read, read.... and read material they are interested in.
|
|
|
|
Post by Monica on Oct 23, 2015 22:19:37 GMT
Paulina,
You make a good point, about what happens to our students after they leave our classroom. Will they continue to read for pleasure? When will they read? What if they get bogged down with boring text and lecture in their other classroom that end up discouraging them from reading more? I think what we can do, is let our students learn the value of reading and becoming a reader. Hopefully when the students understand this, they will continue their reading journey, even in classroom that don't encourage free choice self reading time.
|
|
|
|
Post by Noreen on Oct 25, 2015 0:41:18 GMT
Tracie,
I like your opening comments about "creating a culture" for reading, as well as being the "Master Reader". Great goals. I am really interested in what your are observing during your Practicum. The 20 to 30 minute reading allotment that Ms. Miller provides to her 6th graders seems appropriate to the older age group. Your class has some open time for reading and, what sounds like, an inviting area to read. Are the 2nd grade students able to focus on independent reading for 10 minutes? Is that enough time to read 1 or 2 books on their own? I really don't have a great handle on second grade reading material and wondered if they would have enough skill and discipline to read independently. Sounds like you have an ideal opportunity to watch reading practices in an elementary grade room. I am encouraged by your belief that this independent reading time is beneficial and important to the early grades.
Noreen
|
|
|
|
Post by Noreen on Oct 25, 2015 0:49:15 GMT
Regina,
Your take-away list is great. Really. I like that you mention it is important to be honest with your students about the kind of reader you may have been as a student. My history as a reader is not noteworthy. In fact, I think I would have said "I hate to read" as an elementary school student. I like that you think that is okay to relate that kind of information back to the students. I think it was Ms. Miller's natural, very open and self-reflective manner that made the book so appealing. I know how good I felt when I read that Ms. Miller skipped words, jumped around in the text, etc. - I thought, "Wow. its not just me." I can imagine what a connection that would make with students to share more about ourselves as readers. Again, great take-away list!
Noreen
|
|
|
|
Post by Noreen on Oct 25, 2015 1:01:01 GMT
Kristen,
I have been watching for your post and comments since I know you are already in a classroom. You confirmed one of my major concerns - time. Where to get the time. I think your 10 minute proposal is reasonable. Since I am not in classroom, I am growing a little apprehensive of the multiple references to "getting the administration on board". Do principals really watch your classroom management that closely? Has that your experience? I see that Monica commented on that as well. That concerns me quite a bit, and honestly not what I had anticipated. I would hope they would rely more heavily on the teacher's expertise. I like your "nothing is set in stone" philosophy. That echoes what Ms. Miller suggested about her instruction - that willingness to try and change things up if they don't work. I hope you do get a chance to try some new things in your classroom based on the book. (and I hope you have the support of your Administration). Both you and Tracie have provided comments that suggest it is indeed possible to apply independent reading concepts to a lower elementary classroom...maybe just for a shorter period of time.
I think we all left with a feeling of "library envy" after reading the book. Good luck building up your classroom library. I have to believe that takes some time.
Noreen
|
|
