A second look at a Saturday session because I’m still trying to define “Responsive Teaching” and I saw it masterfully executed in this session. And I am still in awe. And so thankful that these readers, writers, and educators are in my life.
|Responsive Teaching: The Courage to Follow the Children
Presenters: Kim Yaris, Jan Miller Burkins, Dani Burtsfield, Christina Nosek, and Kari Yates
Jan began with having us close our eyes to “Think about a teacher who loved you into being” and then having us share that story with a partner. It’s often easy to remember those who did NOT love you into being but responsiveness begins with the heart . . . Don’t rush to “check it off.” Skill and expertise has to come behind.
What’s the focus if you view student work through the lens of “Love”?
What’s the focus if you view student work through the lens of “Expertise”?
This was the student work we viewed.
Not just judging and reacting, but thinking in terms of what the student “can do”!
- Phonological awareness
- Most of the alphabet and how to write it
- Knows how words work
- Knows onset
- Knows rime
- Knows rhyme
- Understands what is socially appropriate communication!
Kim also read “Daisy” from Who’s Doing the Work and we considered what we knew about Daisy as a person and as a reader. It was extremely helpful to have a partner to add more ideas. (My immediate thought that went into my notes: And what if PLCs operated more with this type of data?)
|Being responsive is about seeing students, understanding and responding based on the love and expertise of the teacher.|
Students doing the work. Teachers stepping back and admiring student work first before responding.
To Know and Nurture a Reader
Conferring is a path to responsive teaching, raising and following the voice of one student at a time.
Using Four Quadrants – so visually appealing and helpful . . .
There are many questions that fit into each of those boxes and those are available in Christina’s and Kari’s book.
If a conference begins with:
What’s going on?
What is my response? It may vary . . .
“I wonder, I jot a note or
I wonder, I affirm, I jot a note or
I wonder, I affirm, I remind, I jot a note or
I wonder, affirm, extend, remind, take note”
And then those basic responses in a visual format. . .
What if they are coded by thought bubbles for “wonderings” or talk bubbles for “affirmations” and boxes for the notes/glueing reminders?
This format could be my conferencing format.
I might have 4 of these boxes on a page.
Depending on our conference content, a box might hold different colored ink entrees or dates as I record the content from the conference in this format.
Thinking about the application of THIS work. How does it make sense?
And what a treat. Dani had examples of work in all four quadrants for a kindergarten student. Here’s an example of one kindergarten student’s “Healthy Habits” . . .
As I listened to Dani’s examples from a kindergarten level, I thought of Christina’s fifth graders. I wondered if they could complete a reflection about themselves as a reader. Christina said, “Just wait” and then she shared a fifth grade student page from which I am only sharing the book choice portion.
Have teachers done this work?
Where do teachers stand in these four quadrants?
How aware are they?
How would this move teacher confidence and competence in coaching readers forward?
My Take Aways:
- Responsive teaching – you will know it when you see it. It’s hard to describe but pure magic when you see it in action. Today: Being responsive is about seeing students, understanding and responding based on the love and expertise of the teacher. Conferring is a path to responsive teaching, raising and following the voice of one student at a time.
- “Step back so your students can step forward.” Jan and Kim
- “Don’t wait for perfection. Start now.” Christina and Kari
Jan Burkins: @janmillburk Kim Yaris: @kimyaris
Twitter @ChristinaNosek @kari_yates
Labor Day weekend has come and gone. All schools are in session. Some have been for a week or so. Others have over a month in. It’s that time of transitions. No more “wearing white”. Getting out the college football colors and fall clothes. Trying to prep fo hot weather in un-airconditioned buildings.
I remember kindergarten in a country school. It was less than four miles from our house. Easy access. A true neighborhood school. The old “be careful what you wish for” as it was a small building and classes were combined. I loved that I was allowed to read. I hated that we wasted our time on silly worksheets and coloring pages and so much Dick, Jane, Sally, Spot and Puff. Their lives didn’t match our rural farm lives.
And then first grade was in town. In an addition to the school. First grade with other first grade classes. First grade where I could only read books off the first grade shelf in the library. First grade where I read all the books by the end of the first quarter. First grade where my teacher tore up my page with a red sun, a purple sky and green flowers. That wasn’t her picture. First grade where it didn’t matter what I needed or wanted to learn. First grade where I was going to conform. First grade where I was sick. A lot. first grade where I can still remember the number of tiles on the bathroom walls, the floor, and even the ceiling.
First grade when I hated school.
Hated the Dick, Jane, Sally, Spot and Puff stories that I already read the year before. They were awful the first time. They were an even bigger waste of time the second time around. I didn’t excel at coloring inside the lines. I wanted the task to be done. I wanted to be able to read, write and draw. Creativity was not prized. My pictures never made the wall. I know exactly how Lois Lowry’s Anastasia Krupnik felt when her teacher gave her an F for her free verse poem and this poem by Robert Gianni was praised.
“I have a dog whose name is Spot.He likes to eat and drink a lot.When I put water in his dish,He laps it up just like a fish.” *(Anastasia Krupnik by Lois Lowry)
Which school better met my needs?
Access and Equity matter. All students need access to quality education. Equity is huge. The books that I was mining this holiday weekend are here. There are many others I could have consulted, but these were at the top of my stack!
What’s our goal?
If it truly is to “grow readers and writers” – students who want to read, who do read, and who love to read – kids need access to books. That’s an equity issue whether the school doesn’t even have books – due to their zip code! Or because the students have a new teacher and of course there is NO classroom library set up magically waiting for new teachers!
And then time to read glorious books. Self-selected books. Books that match their interests! Books that make sense to them!
Literacy for ALL . . . What does that mean?
Communicating as a priority. Classrooms not existing as rooms of silence!
Books that reflect the composition of the classroom and the communities around the world. No more “Boy Books” or “Girl Books”! Has you thinking been challenged?
A focus on learning NOT assessing.
The real tangible goal. Are ALL students progressing? Are all students learning self-assessment? Are students developing their own goals and agency? Are students transferring their literacy work to other content areas? What are your students telling you? Do they love learning? Are they curious?
Here are a few of the quotes I’m still holding onto . . .
How did you grow your knowledge and skills this summer?
What are you still wondering about?
What questions do your need answered?
What quotes would you add?
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here.
2018 is the year of books!
These are just some of the books that I have read (and blogged about) during the last school year. I’ve left out Ellin Keene’s Engaging Children, Tom Marshall’s Reclaiming the Principalship, and Kristi Mraz and Christine Hertz’s Kids 1st From Day One. So much to continue to learn. So much to continue to read and write about. So much to continue to be curious about.
And then another new book emerges . . .
This week’s #G2Great chat will be about this new book from Stenhouse by Kari Yates and Christina Nosek. And I’ve been waiting
Conferring is still an area where I need to improve. Where I need to listen more and talk less. Where I need to grow. And conferring about reading!
The title is captivating: “to know and nurture a reader: Conferring with Confidence and Joy”. I love the conventions, and their use in the title. I love “confidence and joy”.
Have you checked out the resources?
I have two chapters left to read and then I will be ready for the chat Thursday night. I can’t wait to spend more time practicing and improving my conferring skills with students and teachers. The videos, the tips, and all the problem solving has thus far been on target.
What are you reading?
What are your working on?
How will we know?
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
Where do YOU begin?
Here’s a simple list of words from my writing notebook
Begun with an early morning observation
At Silver Lake
Some words from the present.
Some from the past.
Some added over time.
How does a list evolve?
What categories would you make?
While waiting for inspiration to strike,
I’ve learned to keep my fingers moving across the keyboard.
Looking for photos
Looking for organization
and word clouds suddenly appeared in my brain.
Adding a filter.
Using a visual as a stimulus . . .
Ready to write!
One of Those Moments
One of those moments
Etched on my cornea
Burnt into my brain
Captured in my heart
Combinations of clouds
White, thin, wispy
Surrounded by large and fluffy white-topped clouds
With an under girding of gray
Ready for a sprinkle or
Perhaps a shower or
Sheets of rain or
Buckets full pouring from the heavens
Harmony in thoughts shared
Rich in laughter
Engrossed in fun
So much to do!
A boat ride,
3 Truths and a Lie, and
Learning to play a ukelele.
Bound together by a few moments in time
One of those perfect summer moments!
How do your thoughts become your ideas?
What shapes your format?
Where does your organization come from?
How do you share this process with your students?
My first draft was totally a description – what I saw, heard and felt while outside
But it seemed really boring
And felt like it could be any lake anywhere
So this is Draft Two . . . after some revision!
I’m a newbie.
Still figuring this out . . .
This “grandma” thing . . .
It’s the little things,
With the so many possibilities!
Our list of recent celebrations:
5 months old
rolling over independently
reading (and eating books)
Mama’s red hair
that baby smell
those gorgeous red cheeks
the chunky, squishy muscles
the first trip to a pumpkin patch
the first tooth!
Although the miles separate us, I have pictures galore that celebrate every bit of cuteness and every single accomplishment!
How and what do we celebrate in our classrooms?
Our favorite authors?
A read aloud by the author? (with Julieanne)
A new accomplishment?
Drafting a new piece?
Reflecting on our work?
Considering our small group work? (Kari’s Small groups: So much more than a level and a kidney table)
Tara’s slicing . . . Slice of Life year round with our students?
focused learning . . .Keep it Simple, Get it Right from Kate and Maggie’s “Indent”
the magic and the newness . . . The Back to School Honeymoon is Waning from Shana
and a true treasure from Vicki . . . celebrating The Beliefs Behind the Shoulds
There are many, many, many wonderful blog posts but each of the five above included celebrations of learning and teaching and the oh, so right work!
Have you stopped to celebrate lately?
Are you celebrating often?
How would we know?
And more importantly, what WILL you celebrate next?
Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.