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
That big star? Always in the North?
Easier to see out in the country
Away from “city” lights
Easily 100 carats bright
A stationary beacon.
It was a lab extra credit. We took turns looking through a telescope. But we really liked the view from the quilt on the ground. The sky sprinkled with twinkling lights was mesmerizing. And the “city slickers” slowed down to observe just a bit of nature. I didn’t want to be there. The ground was hard. It was late. A book was surely calling my name.
Read me. Read me.
But the uncertainty of whether I needed the extra credit made me linger. I knew my lab partner probably needed my points as well. That night – a peaceful view, a bit of learning and the company of friends and classmates.
I knew this. I didn’t have to be there. But it was Easy. No challenge No stress. Just time, a different location, and an opportunity for an out of the ordinary instructional experience.
There’s something magical about the North Star. I’m not sure if it’s the “constancy”, the fact that it doesn’t move, or just the symbol that guides us that sparks my curiosity (#OLW18).
What is your guiding star?
One of mine is my insatiable need to continue learning… and reading …and writing … I’m currently stuck on E’s
and these quotes from our #G2Great chats:
My current North Stars – my source of direction comes from:
What is your North Star?
Where does it come from?
What sustains it?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
Why I write:
To deepen my understanding
To check my understanding
To analyze my thinking
To share my learning
To be a model for teachers and students and
To experience the JOY of a community . . .
Those are some of the reasons I write.
(And as soon as I hit “publish” I will think of at least 10 other “better”reasons that I wish I had thought of during the three days that I worked on this draft!)
Do these steps look familiar?
But do they match your current reality in your writing?
Do they match your current reality in your writing instruction?
I’ve been spying on my writing for over a year . . . literally in search of patterns that I could identify in my own writing. Trying to decide on that next big goal for myself – ambitious or “doable”? . . . lofty or practical?
Unfortunately, it’s not as easy as finding a pattern, setting up some demos and “off you go” because writing is complicated.
Steps are added or revised . . .
If I have to stop and research.
If I have to completely scrap my draft because it is really so pathetic.
If I have to continue my “search for a topic”.
If I have to . . .
So here are some resources,
Quite literally, some food for thought!
Because all of these relate to just one simple standard in writing and yet this standard (and its intent) are often overlooked in a search for a priority or a way to reduce/simplify the writing standards!
“CCR. W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.”
A previous blog post that connected to this standard is in the 2014 archives here!
Planning – Where does an idea come from? – my blog post
Celebrate Celebrating – a blog post from Julieanne Harmatz (grade 5)
Learn by Writing – Lynne Dorfman’s blog post
Helping Students Plan their Writing – a blog post by Melanie Meehan
Using Technology for a Kindergartner’s Writing Process – a blog post by Melanie Meehan
Introducing a Hierarchy of Writing Goals – a blog post by Jennifer Serravallo
Goal Setting – my blog post
Drafting: Beginnings (somewhere – trying more than just one beginning – trying a new approach
The Beginning – my blog post
Strong Leads – Jennifer Wagner (2nd grade)
Drafting – Endings
Behind the Books: The Perfect Ending – blog post by Melissa Stewart
The Ending – my blog post
Drafting – Telling a Story Bit by Bit
Celebrating Story – blog post by Julieanne Harmatz
Drafting – Organization, Elaboration, and Craft
Elaboration Strategies for Information Writing Dig- Two Writing Teachers
Text Structures – blog post by Melissa Stewart
Specific Examples of the Power of Three – Stacey Shubitz
First Graders Get Crafty – Dana Murphy
DigiLit Sunday: Craft – blog post by Margaret Simon
Revising as part of the Process – blog post by Melanie Meehan
No Monkeys, No Chocolate: 10 year Revision Timeline – blog post by Melissa Stewart
Editing as a part of publication
Editing Sticks – my blog post
Editing – my blog post
- Editing stations for upper grades – Shana Frazin informed
- Daily light editing – Shanna Schwartz informed
Revising or Editing? – my blog post
Fun tool – Eye Finger Puppets (Amazon or craft stores) – Make editing time special and reminds the reader and the writer to pay close attention to the work!
Reading Units of Study Mini-Lessons
MiniLessons are strong invitations to learning! (TCRWP_
Reading and Planning MiniLessons – Rachel Tassler
A Short and Sweet MiniLesson Format – Two Writing Teachers
How to Plan a MiniLesson from Scratch – Two Writing Teachers
There are More Ways than One to Plan a MiniLesson – Two Writing Teachers
How to Read a Unit of Study – Two Writing Teachers
Fundamentals of Writing Workshop – Two Writing Teachers Blog Series August 2017
Share Time in Writing Workshop – Lynne Dorfman’s blog
Choice in Writing Workshop – blog post by Tara Smith
(Almost) Everything I Ever Needed to Know About Partnerships I Learned in Kindergarten – blog post by Shana Frazin
Why I Write – Stenhouse Blog
Banned Books – NCTE – 2017
Mentor Texts – Books that would be nice to have as Resources
Craft Moves: Lesson Sets for Teaching Writing with Mentor Texts – Stacey Shubitz (Stenhouse)
Writers are Readers: Flipping Reading Instruction into Writing Opportunities – Lester Laminack (Heinemann)
Mentor Texts: Teaching Writing Through Children’s Literature (2nd etition)- Dorfman & Cappelli (Stenhouse)
Learning from Classmates: Using Student Writing as Mentor Texts – Lisa Eicholdt (Heinemann)
What;s Your Plan?
What are you going to do NEXT?
Today’s best draft, (Kelly Gallager)
This post I wrote to organize!