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.

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?)

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.

BUT

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: 

1. 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.
2. “Step back so your students can step forward.” Jan and Kim
3. “Don’t wait for perfection. Start now.” Christina and Kari

Twitter:  @burkinsandyaris       Facebook     Site:  https://www.burkinsandyaris.com/

Jan Burkins: @janmillburk     Kim Yaris: @kimyaris

Twitter  @ChristinaNosek  @kari_yates